- 



^^T " — — 

410 

'^ TED STATES BUREAU OF EDUCATION 

BULLETIN, 1910, NO. I - - - - - - WHOLE NUMBER 423 



THE MOVEMENT FOR REFORM IN THE 

TEACHING OF RELIGION IN THE 

PUBLIC SCHOOLS OF 

SAXONY 

By ARLEY BARTHLOW SHOW 

PROFESSOR OF MEDIEVAL HISTORY 
LELAND STANFORD JUNIOR UNIVERSfTY 




WASHINGTON 

GOVERNMENT PRINTING OFFICE 

1910 





Gass i-C 4VP 
Book < Cx 5 o (o 



UNITED STATES BUREAU OF EDUCATION 

BULLETIN, 1910, NO. I WHOLE NUMBER 423 



THE MOVEMENT FOR REFORM IN THE 

TEACHING OF RELIGION IN THE 

PUBLIC SCHOOLS OF 

SAXONY Ji-%~ 

By ARLEY BARTHLOW SHOW 

PROFESSOR OF MEDIEVAL HISTORY 
LELAND STANFORD JUNIOR UNIVERSITY 




WASHINGTON 

GOVERNMENT PRINTING OFFICE 

1910 



\> 



l» 







C-i 



D. OF D* 

910 









CONTENTS. 



Page. 

Letter of transmittal 5 

Prefatory note 7 

I. RISE AND PROGRESS OP THE CONTROVERSY. 

Growth of the reform spirit in Germany 9 

The Bremen agitation for exclusion of religious instruction 10 

The Hamburg teachers' proposals for reform 12 

The Zwickau theses of the Saxon Teachers' Association 14 

Opposition of the clergy — The Meissen counter resolutions 16 

The Leipzig manifesto and public conference 18 

Later activities of the opposition 19 

Constructive reform measures — " Im Strome des Lebens " 20 

Proposals of new school laws 21 

The selection of materials for memorizing 21 

Outline of new course of study 22 

Biblical reading book — Clerical supervision 24 

Attitude of the public authorities 25 

Summary of the situation in Saxony 26 

II. THE QUESTIONS AT ISSUE. 

General demand for reform — The problems involved 26 

A. Pedagogical and administrative problems 27 

Adaptation of the instruction to the capacity of children 27 

Selection of subject-matter — The sectarian question 28 

The central contention : Abolition of clerical supervision 31 

Qualifications of teachers — Freedom of teaching 32 

B. Fundamental and ultimate problems 35 

Attitude of various religious groups 35 

The orthodox confessional group 35 

The liberal Christian group 37 

The agnostic-positivist group 39 

The Roman Catholic group 40 

Activities and ideals of the different parties 40 

Forecast of the ultimate solution , 41 

List of books, pamphlets, and periodicals used in this report 42 

Index . 45 

3 



X 



LETTER OF TRANSMITTAL. 



Department or the Interior, 

Bureau of Education, 

Washington, April 7, 1910. 

Sir : The historical relations of public education to the institutions 
of religion have been variously significant. While governmental affairs 
and ecclesiastical affairs have been set apart from each other in this 
country, and the teaching of sectarian doctrines is generally excluded 
from the schools of the several States, an understanding of the rela- 
tions actually subsisting between the schools and the organized reli- 
gion of other lands is greatly to be desired. It can help in many 
ways to a clearer insight into discussions which occasionally arise in 
this country and to a better appreciation of the import of changes 
which are proposed from time to time. 

In those countries in which a close connection is still maintained 
between public education and a state religion, important changes are 
now in progress. In some instances these changes have as yet gone 
no further than an active controversy, which represents the rise of 
new sentiments and the shifting of public interest. In other lands 
a reorganization has been effected through processes of law and 
public administration. 

Attention was called in the first number of the bulletin of this 
office to discussions in the House of Commons which turned in part 
on questions relating to religious instruction {The education hill of 
1906 for England and Wales as it passed the House of Commons, 
by Anna Tolman Smith, bulletin, 1906, no. 1). Accounts of other 
controversies and changes in this field, with particular reference 
to European lands, have appeared from time to time in the annual 
reports of the Commissioner of Education. 

In the monograph which is submitted herewith, Prof. Arley B. 
Show, of the Leland Stanford Junior University, has presented a 
careful study of the recent agitation in favor of a change in the teach- 
ing of religion in the public schools of the kingdom of Saxony, one 

5 



6 LETTEK OF TRANSMITTAL. 

of the States of the German Empire. Such a study is illuminating 
for the reason that it affords an opportunity for a vivid setting forth 
of a single concrete situation, which at the same time may be re- 
garded as typical of the opposition of ideas in other European 
countries. 

While it would be difficult, if not impossible, for one on the out- 
side to present such an account in perfect perspective, Professor Show 
has taken great care to be objective and impartial in his statements, 
giving the views of all of the leading parties concerned, and, as far 
as possible, setting forth the argument of each in the words of some 
of its most eminent spokesmen. 

I would accordingly recommend the publication of this account as 
one of the numbers of the bulletin of the Bureau of Education. 
Very respectfully, 

Elmer Ellsworth Brown, 

Commissions r. 

The Secretary of the Interior. 



PREFATORY NOTE. 

This report does not pretend to be more than a partial and cursory 
survey of a bit of history in the making. The writer got his first 
impressions of the controversy in Saxony on the spot, and gathered 
there the materials on which the study is based. But in a matter so 
intimately related to the inner life of a great people, only a minute 
and prolonged acquaintance with their ideals and institutions could 
fully qualify one to write of them in due measure and proportion. 
The writer can only claim that he has studied and written without 
conscious bias, and has sought to make faithful use of such data as 
were available to him. The investigation impresses one afresh with 
the moral and spiritual earnestness of the German people and their 
splendid devotion to the progress of popular education. In this time 
when our own educational thought is beginning to take more serious 
concern for the demands of moral training in the schools, we have 
much to learn from the comprehensive and well-grounded ideals of 
our German neighbors. 

No attempt has been made to include in the bibliography references 
to the very voluminous general literature on the subject of religious 
instruction. Good discussions, with lists of recent literature, may be 
found in such works as Loos, Enzyklopadisches Handbuch cler Er- 
ziehungskunde, 1908, and Rein, Encyklopadisches Handbuch. der 
Padagogik, 1908. 

I am indebted to my colleague, Prof. Karl G. Rendtorff of Stan- 
ford University, for reading the proofs and for various helpful 
suggestions. 

Leland Stanford Junior University, California, 
February 26, 1910. 



\ 



THE MOVEMENT FOR REFORM IN THE TEACH- 
ING OF RELIGION IN THE PUBLIC SCHOOLS OF 
SAXONY. 



I.— RISE AND PROGRESS OF THE CONTROVERSY. 

GROWTH OF THE REFORM SPIRIT. 

No question occupies the educational thought of Germany more 
deeply at the present moment than the problem of religious instruc- 
tion in the public schools. The existing system, inherited from the 
days of the Lutheran reformation and consecrated by these centuries 
of almost undisputed supremacy, has at length come under a censor- 
ship that is persistent and unsparing, and in consequence there is a 
general disturbance of old conditions. The scope and character of 
the discussion now in progress show the widest interest and the 
deepest concern among the leaders and workers, who have most 
serious regard to the national welfare. The question has ceased to be 
purely academic or pedagogical and has become an issue of the larg- 
est moment in the public mind of Germany. 

At the present time the Kingdom of Saxony is the storm center of 
the controversy concerning Religionsunterricht, and it is the specific 
purpose of this report to outline the situation in that State of the 
Empire. It will readily appear, however, that the Saxon conditions 
are not unique, but that they are rather typical of the general state of 
the problem in Germany. Only a detailed inquiry could trace the 
present debate in Saxony to its ultimate origins. It must suffice here 
merely to point out some of the influences which have given shape to 
the struggle. 

For at least the last decade an increasing attention on the part of 
educational workers has been turned to the matter of religious in- 
struction as it exists in the public schools, and the demand for reform 
has steadily grown more definite and urgent. Significant evidence 
of the reform spirit may be seen in the brochure of Professor Rein, 
of Jena, published in 1904 and 1906. a In these pamphlets are 

a Stimmen zur Reform des Religionsunterrichts. Langensalza. Heft I, 1904 ; Heft II, 
1906. 

23352—10 2 9 



10 THE TEACHING OE KELIGION IN SAXONY. 

brought together the opinions of some twenty-five representative 
scholars and teachers, all of them in substantial agreement as to the 
necessity for reform. Among them are found the names of such 
leaders as Professors Paulsen and Pfleiderer of Berlin, Natorp of 
Marburg, Bassermann of Heidelberg, and the editor, Eein of Jena. 
The utterances of these men, and of the others associated with them 
in the book, put it beyond question that the demand for reform is 
deep and radical. It comes on the one hand from the practical 
schoolmen, and on the other from the exponents of progressive theo- 
logical thought, the two finding common ground in the need of an 
instruction adapted to present-day conditions. 

A work of some consequence as showing the steady rise of the 
reform spirit is the small monograph of J. Tews, published in 1906.° 
The author is a teacher of wide view and of strong popular instincts. 
His plea is for a Volksschule free from all external control, a school 
of the people based wholly on the demands of national life and cul- 
ture. Consequently he would exclude all confessional influences from 
the schools. Beyond any doubt the author speaks for a wide circle 
of the German teachers. 

THE BREMEN AGITATION FOR EXCLUSION OF RELIGIOUS INSTRUCTION. 

These are merely significant voices raised here and there. The 
first serious organized effort for reform, so far as the writer is aware, 
arose in the Freistadt of Bremen, in the year 1905. & In May of that 
year the teachers of Bremen gave formal indorsement to the proposal 
to abolish the religious instruction in the schools and appointed a 
committee to put its conclusions into a memorial for presentation to 
the authorities of the city. In September, 1905, the committee's 
report was indorsed by a large majority of the teachers and was 
officially laid before the municipal senate. 

The somewhat extended memorial of the Bremen teachers covers 
practically all the large questions involved in the issue. Starting 
from the postulate that the modern state rests on the principle of 
liberty of conscience, that religion is a matter of private belief, the 
memorial argues that the state can not legitimately allow its schools 
to be used to impose any particular confession on the people, cites 
the progress of the movement in other countries for the separation of 
religion and the state, and urges that the confessional instruction 

a SchulJcdmpfe der Gegenwart. Leipzig, 1906. See also his recent article in Leipziger 
Lehrerzeitung, 17 Jahrg. 335-337. 

b For- a good brief account of the Bremen movement and its influence see Padagogische 
Jahresschau I. (1906) 397-399. 

c The Denkschrift of the Bremen teachers is printed in Gansberg, Religionsunterricht ? 
Achtzig Outachten. Leipzig, 1906. 182-202. 



THE BEEMEN AGITATION. 11 

given in the schools of Germany is out of harmony with the science 
and philosophy of the modern world. In place of the existing system 
the Bremen teachers would substitute a course of moral instruction 
based on modern experience and drawing its materials chiefly from 
modern literature. They would separate the moral instruction 
wholly from its religious connections and would bring it into relation 
with the regular studies of the course rather than deal with it as 
itself an independent branch of instruction. The memorial closes 
with the general outline of a plan for moral instruction in the schools 
of the city. 

Meanwhile a more limited movement in the same city was pointing 
the way to a like demand for the exclusion of religious teaching 
from the schools. In February, 1905, a group of Bremen teachers 
organized the " Vereinigung fur Schulreform " and immediately 
devoted their thought to this problem. They sent out a letter of 
inquiry to many educational workers throughout Germany, asking 
for opinions as to the abolition of religious instruction. Some eighty 
replies were received; and these documents, together with the letter 
of inquiry and the Denkschrift of the Bremen teachers, are printed 
in the volume Religionsunterricht f Achtzig Gutachten (Leipzig, 
1906), edited by Fritz Gansberg, one of the Bremen teachers. Among 
the testimonies are many from men and women prominent in the 
educational work and intellectual life of Germany — the late Theodor 
Barth of Berlin, Wilhelm Bode, Professor Ernst Haeckel, Eduard 
von Hartmann, Paul Heyse, and others almost equally prominent. 
Nearly all who contribute to the volume favor the dropping of 
religion from the schools, and bear witness to the strength of this 
radical wing of the reform party. 

The Senate of Bremen did not give its approval to the radical 
proposals of the teachers, though the Denkschrift moved that body to 
undertake the more necessary measures of reform." But the Bremen 
manifesto became at once widely influential in other parts of the 
land, and has served as the point of departure for much subsequent 
discussion and agitation. In some states and cities, as in Bremer- 
haven, Hamburg, and Leipzig, its programme for the total abolition 
of Religionsunterricht has met with considerable favor; but it has 
served quite as largely to stimulate opposition to all change or to 
give the impulse to more temperate reforms.** 

a Pad. Jahresschau I. 397. 

6 Immediate discussion of the Bremen plan concerned itself largely with the substi- 
tution of moral instruction for religious instruction in the schools. As the organ of the 
Bremen teachers, the journal Roland has served to disseminate their ideas. For the 
polemical literature called out by the Bremen proposals, see Pad. Jahresschau I. 397-401. 



12 THE TEACHING OF RELIGION IN SAXONY. 

THE HAMBURG TEACHERS 7 PROPOSALS FOR REFORM. 

The most noteworthy manifestation of the reform spirit definitely 
influenced by the Bremen agitation showed itself in the neighboring 
free city of Hamburg. For some years the " Lehrergruppe im Ham- 
burger Protestantenverein " had been studying the problem. In 
May, 1907, on the occasion of a general revision of the course of 
study, the teachers in sympathy with the Bremen plan laid before 
the Hamburger Schulsynode — the general assembly of the teachers — 
the proposal to give their support to the abolition of religious in- 
struction. The proposal was defeated by a vote of 199 to 149, thus 
placing the Hamburg teachers in opposition to the more radical poli- 
cies of Bremen.* Thereupon the Lehrergruppe im Hamburger Pro- 
testantenverein came back to the problem, and later in 1907 pub- 
lished its proposals for the reform of the religious instruction. 6 The 
fundamental principle of the proposed reform was stated in these 
words : " The point of departure for religious instruction is formed 
on the one hand by the position and needs of the child's mind and on 
the other by the demands of developing science and culture." The 
purpose of religious teaching is defined as " the awakening and en- 
couragement of the religious-ethical life of the pupil on the basis of 
the gospel, with collateral reference to the Old Testament and to 
the historical development of Christianity." 

On this basis the Entwurf outlined a course of study for the eight 
years of the Volksschule — one hour a week for the first three years 
(Unterstufe), two hours a week for the fourth and fifth years (Mit- 
telstufe), and two hours a week for the last two years (Oberstufe). 
The Lehrplan is conservative in character, its materials being drawn 
chiefly from the Bible, with considerable use of legends, tales, and 
poems from other sources. The course is worked out on the " con- 
centric circle " theory so prevalent in German pedagogy. In the 
fifth school year there is given a " simple life picture of Jesus ; " and 
in the seventh year the life of Christ is traversed more in detail, 
constituting the entire subject-matter of the year's work. In the 
eighth year the apostolic period is studied, and a few characters 
from later church history are brought into the course — Boniface, St. 
Francis, Luther, and other reformers. The Hamburg plan was thus 
at once broadly Christian and Protestant. 

The publication of the Lehrplan at once called out opposition of 
two sorts in the city. A group of Hamburg pastors published a pro- 

a Pad. Jahresschau II. 209 ; Sorgen, BedenJcen, Wiinsche, 9. As early as 1888 a con- 
siderable element among the Hamburg teachers favored the abolition of RU. Gansberg, 
Religionsunterricht ? Achtzig Outachten, 23. 

B Entwurf eines Lehrplans fur den RU. in der 8klass. Volksschule. Hamb. 1907. For 
good summary, see Pad. Jahresschau II. 219-220. 



THE HAMBUKG TEACHERS ' PROPOSALS. 13 

test a against the proposed changes in the course of study, charging 
the innovators with the attempt to destroy the evangelical Lutheran 
character of the system, and with opening the door to all kinds of 
dangerous doctrines. The pastors protested in particular against the 
entire omission of the Shorter Catechism of Luther from the course. 
" For the sake of our schools and of our people, the Bible and the 
catechism must remain the source and norm of religious-ethical in- 
struction in the Volksschule. Because the people themselves are pre- 
dominantly Lutheran, the instruction must remain Lutheran, and not 
merely Christian or religious." The pastors object strongly to the 
introduction of modern theology into the instruction, and illustrate 
their objection by a detailed critique of the proposed plan. They 
insist that the primary purpose of religious teaching shall continue 
to be the preparation of the child for membership in the church, and 
hence the thorough grounding of the child's faith in the " saving 
truths " of the gospel. The contention of the Hamburg pastors was, 
therefore, for the retention of the present confessional instruction 
in all its essential features. 

In reply to this challenge, the Hamburg teachers issued a second 
pamphlet, Freiheit und Rechtf in which they defended themselves 
against the charge of irreligion and tried to make their position 
plainer. 

The opposition to the Entwurf of the Hamburg teachers found 
expression in another way. A group of the more evangelical teach- 
ers, organized under the name of the " Lehrer-Union," put forth a 
critique of the proposed course of study, accompanying their critique 
with a plan of their own. c Their position is of the most conservative 
nature. They condemn the proposals of the majority for reducing 
the number of hours of religious instruction, for dropping the cate- 
chism, and, above all, for bringing the religious instruction under the 
influence of modern theology. They object to the contemplated plan 
as not calculated to promote the religious growth of the child and as 
therefore bad pedagogically. And in conclusion this conservative 
wing of the Hamburg teachers brings forward a course of study of 
its own, laid down mostly on usual lines, but with a serious attempt 
to meet the current criticisms as to the amount, arrangement, and 
handling of the materials of instruction. The materials are drawn 
entirely from the Bible, the Shorter Catechism, and church history 
and song. 

" Behrmann et al., Sorgen, Bedenken, ~\Yiinsche, in Betug anf den RU. in den offentl. 
Schulen Hamburgs. 2te. Aufl. Hamb. 1907. 

6 Hamburg, 1907. The contents of this treatise are briefly summarized in Pad. Jahres- 
scnau II. 220. 

e Denkscrift nebst Lehrplan-Entwurf fiir den RU. in den Hambnrgischen Volks- 
schulen. Herausgegeben von der Hamburger Lehrer-Union. Hamburg, 1907. 



14 THE TEACHING OF RELIGION IN SAXONY. 

As contrasted with the earlier movement in Bremen, it is obvious 
that the Hamburg propaganda worked on conservative lines, seeking 
not the abolition of religious teaching but such a reform of it as 
would bring it into harmony with modern thought and modern peda- 
gogical standards. Like the. Bremen plan, the movement in Ham- 
burg did not get beyond the stage of discussion, since the school 
authorities of the city did not choose to put the recommendations of 
the teachers into effect. The Hamburg proposals have, however, 
attracted much attention and have contributed largely to the progress 
of general debate in Germany." The Hamburg teachers also have 
not given over their labors for reform, and during the past year 
have brought forward a new outline of a course of study embodying 
their maturer ideals. 6 The materials of the new Lehrplan are drawn 
from the Bible, church history, and German poetry, art, and music, 
with a marked increase in the amount of the nonbiblical elements. 
In the eighth year the course offers systematic instruction in practical 
ethics. 

THE ZWICKAU THESES OF THE SAXON TEACHERS' ASSOCIATION. 

Without attempting here to trace the progress of the reform ideas 
in Prussia, Bavaria, Wurttemberg, and the lesser States of the Em- 
pire, it may be said that in one form or another all parts of the land 
have felt the new impulses and have responded to them, each in its 
own way. c In no other States, however, has the reform programme 
taken such definite and positive form as in the cities of Bremen and 
Hamburg and in the Kingdom of Saxony. 

The Lehrerverein of the Kingdom of Saxony comprises about 
14,000 members, divided into 77 district unions (Bezirksvereine), 
these again being subdivided into about 240 local branches (Zweig- 
vereine). The national Lehrerverein of the Empire meets every two 
years, and is generally attended, although its voting membership is 
limited to the elected representatives of the district unions, compris- 
ing only 310 members.** By far the strongest district union in the 
Verein is that of Leipzig, embracing about 2,800 members/ 

° The journal Der Sdemann, Hamburg, is the organ through which the teachers have 
presented their ideas. 

6 The proposed course of study as prepared by a committee of the Hamburg Schul- 
synode is printed in Leipziger Lehrerzeitung, 16 Jahrg. 873-874, and discussed in do. 
17 Jahrg. 178-179. 

c The most general issue has been the abolition of clerical supervision. This question 
and the other problems involved will be considered in the latter part of this report. 

d Rietschel, Zur Reform, 3. The Sdchsische Schulzeitung is the organ of the national 
organization. 

e The Leipziger Lehrerverein has its own organ in the Leipziger Lehrerzeitung, which 
has had a leading part in the present debate. The writer is much indebted to the files of 
this journal for material used in the report. 



THE ZWICKAU THESES. 15 

While for a long time the question of religious instruction has re- 
ceived attention from individuals and groups of individuals in 
Saxony, the beginnings of the present more active agitation date 
back to the annual meeting of the Lehrerverein at Dresden in 1905. 
At that meeting, after debating the problems of reform, the Verein 
appointed a committee of two to report a programme of reform meas- 
ures, to be presented at the meeting of 1908. & During the next three 
years the members of the committee, consisting of School Director 
Arnold, of Chemnitz, and Lehrer Arnold, of Pirna, worked out their 
proposals, having the assistance of their local unions in this task, and 
they presented a united report at the meeting in 1908. 

The annual meeting of 1908 was held at Zwickau, on September 28 
and 29, and was attended by upward of 4,000 teachers. The report 
of the committee was discussed, amended, and adopted, the vote being 
almost unanimous.*" 

The nine resolutions thus indorsed by the teachers of Saxony, since 
generally known as " die Zwickauer Thesen," have furnished th§ 
basis of all subsequent discussion. 

They are as follows : e 

1. Religion is an essential subject of instruction and religions instruction an 
independent department ( Veranstaltnng) of the Yolksschule. 

2. Its task is to make the mind (Gesinnung) of Jesus live in the child. 

3. The course of study and method of instruction must conform to the nature 
of the child mind, and the determination of these is exclusively the business of 
the school. The churchly oversight of religious instruction is to be abolished. 

4. Only such subject-matter of instruction is to be considered as presents 
religious and ethical life clearly to the child. Religious instruction is essen- 
tially historical instruction. At the center is to stand the person of Jesus. 
Besides the appropriate Biblical materials, especial attention should be given 
to life pictures of the promoters of religious and ethical culture among our 
people, with particular reference to modern times. The experiences of the child 
are to be utilized in a profitable way. 

5. The Volksschule must exclude systematic and dogmatic instruction. In 
the upper grades the Ten Commandments, the Sermon on the Mount, and the 
Lord's Prayer can be prescribed as an appropriate basis for a summary of the 
ethical ideas contained in the Christian religion. Luther's Catechism can not 
be the basis and point of departure for the religious instruction of the young. 
As an historical religious document and as the Evangelical-Lutheran creed, it is 
to be esteemed. 

6. The religious matter to be learned should be remodeled and materially 
reduced in accordance with psychological-pedagogical principles, and the amount 
required should be lessened. 

" Schulrat Bang, some of whose writings are cited below, has been particularly active 
for years in urging reform on conservative lines. 

b Rietschel, Zur Reform, 4; Sachs. Lehrerver., Die Umgestaltung des RU. 1. 

c Pad. Jahresschau III. 171 ; Sulze, Das rechte Verhaltnis, 12. 

d There were only twelve negative votes. The entire proceedings of the meeting were 
reported stenographically and are printed in Die Umgestaltung des RU. in den sacks. 
Volksschulen. Leipz. [1908]. 

e For the text of the theses, with comment, see Die Umgestaltung, 30-43 ; for text alone, 
see Christiani, Die Zwick. Thesen, 5 ; Rietschel, Zur Reform, 4-5 ; Sulze, Das rechte Ver- 
haltnis, 12-13. 



16 THE TEACHING OF RELIGION IN SAXONY. 

7. Religious instruction as an independent subject of instruction should not 
come in before the third school year. In order that the interest of the child 
may not suffer, the number of hours should be lessened in all grades. The 
customary division of religious instruction into biblical history (explanation of 
the Bible) and teaching of the catechism is to be abolished. Likewise exami- 
nations and censorships in religion are to be abandoned. 

8. The entire instruction in religion must stand in harmony with the estab- 
lished results of scientific research and with the enlightened moral sentiment of 
our times. 

9. Along with the reform of religious instruction in the Volksschule there is 
needed a corresponding transformation of religious instruction in the Seminar 
[normal school]. 

In the debates at Zwickau the merits of the case were very fully 
discussed. The reports of the committee men, preceding the presen- 
tation of the resolutions, made plain the general principles at issue 
and explained the specific provisions of the theses ; a ' and the subse- 
quent debate by the members gave a hearing for all essential points of 
view. The exchange of opinion was free and unhampered, and the 
vote must be taken as recording the serious conviction of the teachers 
present. 

The publication of the Zwickau theses at once precipitated a 
discussion which has continued with great intensity and often with 
acrimony during the year. On both sides many meetings have been 
held, many addresses made, many pamphlets printed, 6 with the 
result that every vital feature of the proposed reform has had a 
thorough hearing, and every objection has been made manifest. The 
present report can indicate only in the most general Avay the lines the 
agitation has followed. 

OPPOSITION OF THE NATIONAL CHURCH THE MEISSEN COUNTER 

RESOLUTIONS. 

The Zwickau theses naturally aroused an immediate and vigorous 
remonstrance in church circles. While a considerable element among 
the clergy have from the first given their support to the reform, the 
majority have seen in the movement danger for the church and for 
the religious welfare of the people and have opposed it. Immediately 
after the Zwickau meeting protests began to pour in upon the 
Kultusminister of Saxony. In various quarters of the Kingdom 

a The detailed explanation of the several theses by Lehrer Arnold of Pirna is especially 
helpful. For good summaries of the addresses at Zwickau, see Briick, Zur Umgestaltung 
des RU. in der Volksschule. They are dealt with, one by one, controversially by Rietschel, 
Zur Reform des RU., and by Katzer in Neues Sachsisches Kirchenblatt, 1908, Ns. 20, 34, 
and 35. 

6 The more important of these publications will be included in the bibliography at the 
end of this report. 

r It is said that 800 such protests reached the Kultusminister in Dresden. For an 
example of such protest, see Sulze, Das rechte Verhaltnis, 13. 



OPPOSITION OF THE NATIONAL CHURCH. 17 

organized action against the teachers' movement was begun. On 
February 10, 1909, the Landessynode of Saxony, the highest organ of 
the national church, met in extraordinary session in Meissen and put 
itself on record concerning the Zwickau proposals. With only one 
dissenting voice the clergy present adopted the following counter- 
resolutions : a 

The Landessynode resolves that it regards a transformation of the religious 
instruction in the Volksschule, in relation to matter and method, as necessary 
from religious and pedagogical standpoints, and for that reason takes the fol- 
lowing fundamental position : 

1. In the first place it believes that for the future as for the past a harmo- 
nious cooperation of church and school, born of mutual trust, is necessary for 
a praiseworthy education of the young, and is of the highest value for our 
people. 

2. Now as always, it does not oppose the establishment of a purely profes- 
sional oversight of the state over the schools. 

But it maintains the duty and right of the church to have oversight over the 
religious teaching of its adolescent members. 

3. It agrees that the religious instruction should be essentially instruction in 
biblical history, as well as in the history of the Christian church, and that the 
person of Jesus should stand at the center of instruction. 

But it regards as indispensable that in the Biblical instruction the saving 
truths of Christianity and the power of Jesus Christ should be brought so close 
to the souls of the children that they shall learn to recognize Him not only as 
a religio-ethical example, but also as their Savior and Redeemer. 

4. It advises a new selection of religious material for learning as well as a 
moderation of the amount required, where it is necessary. 

But it regards as important and beneficial that hereafter as before the youth 
shall be given for life the richest possible treasure of scripture and song. 

5. In catechism instruction it regards a change in the method of treatment 
and in the amount to be memorized as necessary. 

But it wishes to know that the teaching of youth is well grounded in the 
spirit and confession of the Evangelical Lutheran Church, and maintains that 
for this purpose the popular Evangelical Lutheran confession, the Shorter 
Catechism of Luther, can not be replaced. 

6. It does not desire such a confessional religious instruction as will sharpen 
the contrast with the communicants of other confessions. 

But it does desire that the children shall be educated to be fully conscious 
living members of the Evangelical Lutheran Church, and precisely by that 
means be educated to a true tolerance for other believers. 

These resolutions have an irenic tone and show the disposition of 
the clergy to cooperate in the work of reform. But their pronounce- 
ments do not depart from the churchly point of view as to confes- 
sional instruction, clerical supervision, and the other questions in 
issue, and hence do not provide any adequate basis for agreement 
between the parties to the controversy. 

a The text of the Meissen resolutions with the synodal debates are printed in Leipziger 
Lehrerzeitung, 16 Jahrg. 422-424 ; the text alone in Christian!, Die Zirickauer Thesen, 6 ; 
Rietschel, Zur Reform des RJJ. 5-6; Sulze, Das rechte Yerlialtnis, 14. 

23352—10 3 



18 THE TEACHING OF EELIGION IN SAXONY. 

THE LEIPZIG MANIFESTO AND PUBLIC CONFERENCE. 

Since the Meissen resolutions public discussion has been busy 
throughout Saxony. In the main the secular press and the general 
public have given their support to the teachers. In the realm of 
politics the Social Democratic and Liberal parties have expressed 
approval of the Zwickau programme, 6 the Conservatives have taken 
ground against it, and the National Liberals have been somewhat 
divided. On some occasions pastors and teachers have got together 
for conference/ but most of the debate has been on partisan lines. 
The controversy has developed its acutest forms in the city of Leip- 
zig, naturally the educational center of the Kingdom. Early in the 
year the following manifesto was circulated, signed, and published: 

To the public-school teachers of Saxony, who with unusual unanimity stood 
at Zwickau for a reform of the religious instruction, we .hereby openly offer 
our warm sympathy. 

We, too, desire that the Christian religion should remain an essential subject 
of instruction in the Volksschule and see the highest aim of religious instruction 
to make the mind of Jesus live in the children. We, too, in part the parents 
of evangelical school-children, desire that in the provisions of the law the right 
of our teachers to fit the content and method of instruction to this aim be 
more clearly defined. 

In particular, we urge, in the interest of an unified mind and character build- 
ing among our youth, that the teacher of religion be allowed, without molestation, 
to follow his pedagogical conscience in the consideration of the scientific inquiry 
within the established course of study, and we find it to be adapted to the 
nature of the child mind that religious instruction be based entirely on those 
materials in which perceptibly religious and moral life is presented to the child, 
and that it lay chief emphasis on this religious and moral life and not on dog- 
matic formulas. 

Furthermore, we desire that the public-school teacher be free to withdraw 
from the giving of religious instruction. 

Finally, we understand the endeavors of the teachers to gain freedom from 
the supervision of religious instruction by the clergy, and we trust our teachers 
to give worthy religious instruction without such supervision. 

Leipzig, January 27, 1909. 

This manifesto was signed by nearly 300 representative men and 
women of Leipzig, Dresden, Chemnitz, and other towns, among the 
signers being 36 professors in the University of Leipzig, 17 pastors, 
and divers other notable persons. Noting the fact that over 100 
of the signers are men of university education, the Leipziger Lehrer- 
zeitung claims for the reform movement the special sympathy of the 
educated classes. 6 

° The leading daily papers of Leipzig, the Tageblatt and the Neueste Nachrichten, have 
taken an active part in the campaign. See Leipz. Tageblatt, May 19, 1909. 

b Leipz. Neueste Nachr., May 14, 1909. 

c For the attitude of the several parties in the fall elections and in the Landtag now 
sitting at Dresden, see Leipz. Lehrerzeit. 17 Jahrg. 35-37, 47, 88-89, 108-110, J 29, 
238-240, 253, 302, 372-378. 

d Leipz. Lehrerzeitung, 16 Jahrg. 285. 

e The manifesto with the signatures is printed in Leipz. Lehrerzeit, 16 Jahrg. 510-515. 
The total number of signatures to May, 1909, was 1,710. Leipz. Lehrerzeit, 16 Jahrg. 661. 



LATER ACTIVITIES OF THE OPPOSITION. 19 

In other ways the teachers kept their interests before the public. 
On March 16, 1909, the Leipziger Lehrerverein convened a great 
open conference in the city for the consideration of the Zwickau 
Theses^ at which about 3,000 persons are said to have been present. 
After free debate the conference, with little dissent, adopted the 
following resolution : a 

The public assembly of about 3,000 persons to-day convened in the Alberthalle 
of the Krystallpalast offers its support to the efforts of the teachers for the 
reform of the religious instruction in the Volksschule, as it is defined in the 
Zwickau Theses. 

LATER ACTIVITIES OF THE OPPOSITION. 

The controversy got a new intensity from the annual meeting of 
the Meissener Kirchen- und Pastoral-Konferenz. This body is a free 
association of pastors and laymen for religious purposes, and met in 
Meissen May 11, 1909. The chief address before the conference was 
given by Professor Rietschel, of the theological faculty of the Uni- 
versity of Leipzig, and was in its nature a somewhat severe and 
polemical detailed criticism of the Zwickau Theses. As the basis 
of his address Professor Rietschel presented certain theses of his own 
in attack on the fundamental positions of the Zwickau programme. 
By vote of the conference the address was printed and distributed 
among the schools of Saxony, and obviously served to give a fresh 
impetus to the debated The Meissener Konferenz also adopted reso- 
lutions of its own, giving substantial sympathy to the position of 
Professor Rietschel, but also making a plea for peace and cooperation 
between church and school. 

Throughout the year the various forces opposed to the Zwickau 
movement have been active and influential. The Evangelisch-luther- 
ische Schulverein, an organization of pastors, teachers, and others in 
the conservative interest, has carried on a vigorous propaganda 
against the Zwickau plan.^ In general the strength of the national 
church has been used in support of the existing system/ In the 
smaller cities and towns and in the country districts the conservatism 



a Leipz. Lehrerverein, Die ZwicJcauer Thesen, etc. 6. The proceedings in full in Leipz. 
Lehrerzeit. 16 Jahrg. 527-529, 536-544. 

b The address of Professor Rietschel, printed under the title : Zur Reform des Religions- 
unterrichts in der Volksschule, Leipz. 1909, has already been frequently cited. It is 
perhaps the most important " Streitschrift " produced by the debate and served to make 
its author the leader of the conservative element. The reply of the Lehrerverein is con- 
tained in the pamphlet : Die Zicickauer Thesen und Geheimer Eirchenrat D. Rietschzl. 
Leipz. 1909. 

c Leipz. Tageblatt, May 13, 1909. 

d Leipz. Lehrerzeit. 16 Jahrg. 960-962; 17 Jahrg., Beilage zu Nr. 15, 8. The Sdch- 
sische Kirchen- und Schulblatt is the principal organ of this conservative group. The 
writer regrets his inability to use the files of this journal. 

e The Reformed Church in Saxony has taken a more friendly position toward the 
movement. See Leipz. Lehrerzeit. 16 Jahrg. 382-385, for the meeting of the Protestan- 
tenverein in Dresden, February 4, 1909, which indorsed the Zwickau Theses. 



20 THE TEACHING DP EELIGION IN SAXONY. 

of the people and their attachment to the church have occasioned 
much reaction against the position of the radical reformers.® 

CONSTRUCTIVE REFORM MEASURES " IM STROME DES LEBENS." 

During the year the teachers have devoted their energies more to 
constructive plans of reform than to popular agitation. In one de- 
gree or another almost every Bezirksverein in the land has busied 
itself with the problem of religious instruction. It is essential here 
to note the more significant features of this activity. 

At about the date of the Zwickau meeting, in the autumn of 1908, 
the " Religionskommission " of the Leipziger Lehrerverein had pub- 
lished a reading book, Im Strome des Lebens (Leipzig, 1909), for use 
in the religious instruction in the schools. The book met with 
immediate favor, a second edition being necessary in a few months. 

This volume reveals in concrete and specific form the ideals for 
which the teachers are working. In the " Vorwort," it says : 

Among teachers the conviction is steadily gaining ground that the religious 
and moral life of our children is not promoted by lectures and the learned 
exposition of dogmas and of Biblical materials of remote significance, but only 
through the presentation of religious life. 

Proceeding on those lines, the book endeavors through narrative 
and verse to bring before the child the best products of religious 
experience within the range of his comprehension. Its contents are 
grouped under nine general divisions, as follows : 
I. Childhood and Home. 
II. Home and Fatherland. 

III. In God's Beautiful World. 

IV. Holidays and Festivals. 
V. Duty to Men. 

VI. Diligence and Joy in Labor. 
VII. Seedtime and Harvest. 
VIII. Life and Death. 
IX. Upward to God. 
The selections are borrowed mostly from modern German literature, 
with the obvious purpose of exemplifying and enforcing the common 
duties of life. The biblical materials in the volume, drawn chiefly 
from the psalms and the gospels, emphasize the general truths of 
religion more than the distinctive tenets of Christianity.^ This 
volume has done much to make known and popularize the ideas of 
reform. 

a Leipz. Lehrerzeit. 17 Jahrg. 108-109. The Staatsininister Dr. Beck claims that 
the Lutheran Church in Saxony is steadily growing stronger. Leipz. Lehrerzeit. 17 Jahrg. 
375-376. 

h Professor Rietschel, Zur Reform des RV. 37-40, criticises the hook as taking all dis- 
tinctively Christian meaning from the religious instruction, 



NEW SCHOOL LAWS — MATERIALS FOR MEMORIZING. 21 

PROPOSALS OF NEW SCHOOL LAWS. 

Most of all, the Saxon teachers have labored through the year for 
the enactment of new legislation based on the Zwickau doctrines. 
Early in 1909 a committee of the Lower Chamber in the Saxon 
Landtag reported a comprehensive plan for the revision of the school 
laws in which the subject of religious instruction received special 
consideration, and the proposals were substantially approved by the 
Chamber.® The recommended laws maintain the confessional char- 
acter of the school and the clerical oversight, but provide for a reduc- 
tion of the memory work, urge less dependence on the letter of 
scripture and of the catechism, and advise the preparation of a spe- 
cial bible reading book for the Volksschule. These proposals of the 
Landtag therefore show a disposition to accept the minor features 
of the Zwickau programme, but not to concur in the main questions 
involved. 

Final action on these proposals was postponed to the next Landtag 
in order to give time for public discussion. This movement for a 
revised school law has thus given the teachers a chance to get a hear- 
ing for the reform principles, and they have made diligent use of it. 
During the summer of 1909 the board of directors (Vorstand) of the 
national Lehrerverein submitted to the several Bezirksvereine the 
proposed legislation, asking them to consider it and report. This 
work has been done, and all phases of the contemplated laws have 
been maturely debated, especially the provisions concerning Re- 
ligionsunterricht. 6 Underlying this activity has been the purpose 
to bring the new law as fully as possible into conformity with the 
principles of the Zwickau Theses. 

Four problems have received chief consideration: 

1. The selection of Lernstoff or Memorierstoff to be required ; 

2. The outline of a Lehrplan or course of stud}'' ; 

3. The preparation of a Biblisches Lesebuch or book of Bible 
readings ; 

4. The shaping of a new system of Schulaufsicht or school super- 
vision. 

THE SELECTION OF MATERIALS FOR MEMORIZING. 

Among the distinctively pedagogical problems involved, the selec- 
tion of the materials for memorizing has perhaps caused most de- 
bate among the teachers. As must be shown later, the excessive 
amount of memory work required is one of the crying defects of the 
old system of religious instruction and the reformers are resolute 

a The draft of laws is printed in Leipz. Lehrerzeit. 16 Jahrg. 300-313. 

6 The new law will be in the nature of a general revision covering many other matters. 
The present school law has been in force since 1873, although amended in parts from time 
to time. 



22 THE TEACHING OF RELIGION IN SAXONY. 

both to diminish the amount and to improve the quality of it. The 
discussions in Saxony in the last months have centered about the 
" Chemnitzer Vorschlage," a comprehensive outline of materials for 
memorizing compiled by the Bezirksverein of Chemnitz. The 
Chemnitz outline comprises 137 Bible verses and 95 stanzas of church 
hymns. In general the other Bezirksvereine have found the Chem- 
nitz plan too full and have proposed considerable reductions. & The 
draft finally agreed upon comprises a memory requirement of 80 
Bible verses, 41 stanzas of church hymns, and a few secular poems. 
At its annual meeting January 3 and 4, 1910, the Representative 
Assembly (Vertreterversammlung) of the Saxon Lehrerverein 
approved this plan/ If these proposals of the teachers are enacted 
into law they will greatly reduce the quantity and improve the 
quality of the Lernstoff. e 

OUTLINE OF NEW COURSE OF STUDY.' 

Through a similar process of debate in the district unions, the 
teachers have worked out a course of study in religion for the eight 
years of the Volksschule. In this matter the original Vorschlage 
came from the Bezirksverein of Pirna.f The Pirna Vorschlage 
would keep Religionsunterricht evangelical but not narrowty confes- 
sional, laying emphasis on the life and teaching of Christ. Syste- 
matic religious instruction is to comprise two hours a week in the 
third and fourth years, three hours a week in the last four years. The 
course of study is to include, in the third year, simple stories from 
the life of Christ; in the fourth year, Old Testament narratives and 
the Ten Commandments; in the fifth and sixth years, an intensive 
study of the life and teaching of Christ; in the seventh and eighth 
years, the prophets and Psalms, the history of the apostles, select 
character-studies from church history, with special reference to 
the leaders and benefactors of Germany. The Catechism and the 
leading church hymns are to be introduced in their proper settings 
as parts of the history. Throughout the last years the main endeavor 
is to be to secure a deeper comprehension of the life and teachings of 
Jesus. 

a Text in full in Leipz. Lehrerzeit. 17 Jahrg. 19-22. For a careful criticism, see the 
article by K. Wehner, Leipz. Lehrerzeit. 17 Jahrg. 124-128. He condemns the Chemnitz 
selections as too numerous, too theological, and as lacking in practical precepts. 

6 Leipz. Lehrerzeit. 17 Jahrg. 137, 217. 

c Leipz. Lehrerzeit. 17 Jahrg. 185, 242. The latter reference contains the outline in 
full. See also do. 271-273, 276-277. 

d Leipz. Lehrerzeit. 17 Jahrg. 313-314. The assembly, however, adopted resolutions 
urging the district unions to prepare much fuller collections from which the teachers 
might choose the materials best adapted to their pupils, and also recommending more 
selections from secular literature. 

• The church party naturally opposes the changes. Leipz. Lehrerzeit. 17 Jahrg. 305, 
327. The old law required a much larger amount of Lernstoff. Leipz. Lehrerzeit. 17 
Jahrg. 398. 

' Text in Leipz. Lehrerzeit. 17 Jahrg. 22. The dependence of these proposals on the 
Zwickau Theses is obvious throughout. 



OUTLINE OF NEW COURSE OF STUDY. 23 

In the ensuing discussions the Pirna plan was subjected to a severe 
examination. It was criticised for upholding the confessional school, 
taking too much time, requiring too much memorizing, and keeping 
the Catechism.® The Leipzig teachers' union indorsed resolutions of 
a much more radical nature, restricting systematic religious instruc- 
tion to two hours a week for the last four years, laying more stress 
on modern, nonbiblical literature, omitting the Catechism, and 
greatly reducing the memory work.^ The Pirna plan and the Leip- 
zig plan thus represent divergent ideals among the teachers. At 
their meeting November 16 and 17, 1909, the board of directors of the 
national union gave their sanction to a mediating plan c which 
restricts the instruction to two hours weekly for the last four years, 
but carefully safeguards the biblical character of the instruction. It 
is thus an endeavor to reconcile the conflicting views.'* The debate 
reached its conclusion in the Vertreterversammlung of the national 
union at Dresden, January 3 and 4, 1910, when resolutions were 
adopted in substantial agreement with the Leipzig programme. The 
resolutions are as follows : e 

1. Religious instruction has the task of making the mind of Jesus to live in 
the children. 

2. Systematic religious instruction is to be given two hours a week from 
the fifth to the eighth school year. In the first four years only occasional moral 
and religious teachings are to find place. 

3. As the subject-matter in systematic Religionsunterricht are to be used 
pictures from the religious and moral life of pre-Christian times, the life of 
Jesus, the life and work of the apostles, and pictures from the religious and 
moral life of our people, with special reference to modern times. As equally 
justified subject-matter for all the school years may be used the experiences of 
the children and suitable productions of literature and art. The imparting of 
this subject-matter is to be governed by the moral-religious ideas and the learn- 
ing capacity of the several grades. Religious instruction must take account of 
the main results of biblical research and biblical history, must not come into 
conflict with our knowledge of the world from other sources, and must stand in 
harmony with the enlightened moral sentiment of our times. 

4. A limited number of religious passages and songs are to be impressed on 
the memory. Compulsory memorizing is to be handled in a considerate manner. 

In this outline of a course of study the teachers of Saxony have 
given practical expression to the ideals embodied in the Zwickau 
Theses. If this plan is enacted into law it will be possible for the 
teacher to make his instruction closely evangelical and confessional, 

a A. Billhardt in Leipz. Lehrerzeit. 17 Jahrg. 103-105. 

b Text in Leipz. Lehrerzeit. 17 Jahrg. 137-138. 

c Text In Leipz. Lehrerzeit. 17 Jahrg. 185. 

d For the attitude of other district unions see Leipz. Lehrerzeit. 17 Jahrg. 217, 303. 
Some plans proposed were even more conservative than that of Pirna. 

e Text in Leipz. Lehrerzeit. 17 Jahrg. 313. See do., 313, and Beilage zu Nr. 16. 19-20 
for debates. Resolutions 1 and 3 and were adopted unanimously. A few objected to No. 2, 
as not beginning soon enough, and a few others to No. 4. 



24 THE TEACHING OF RELIGION IN SAXONY. 

or to make it more general and liberal in scope. a But in any event 
it must be kept within the terms of a broadly Christian body of truth. 

BIBLICAL READING BOOK CLERICAL SUPERVISION. 

The third line of activity indicated above, the preparation of a 
" Biblisches Lesebuch " or " Schulbibel " has not gone so far. Such 
books of scripture selections are already in use in some of the schools, 
apparently with satisfactory results. 6 As already indicated, the pro- 
posals of law in the Landtag of 1908-9 recommended the preparation 
of such a volume for the use of the Volksschulen. The recommenda- 
tion was approved by the Vorstand of the national teachers' union 
and was included in the Pirna Vorschlage. c While the subject has 
been taken up by various district unions, the information at hand 
does not indicate that anything decisive has yet been accomplished. 
At any rate the Leipziger Lehrerverein has seriously set its hand to 
the task. d 

As viewed by both parties to the debate, possibly the most vital 
issue involved in the present controversy is the matter of Schul- 
aufsicht or school supervision. The teachers are directing their 
agitation not merely against the clerical supervision of the Reli- 
gionsunterricht, but against the entire system which excludes them 
from what they regard as a due share in the oversight of the schools. 
With increasing earnestness, as the controversy has progressed, they 
have moved for larger control and more self-direction in their work. e 
Their urgent appeal for the abolition of clerical oversight in reli- 
gious instruction must consequently be viewed as the specific applica- 
tion of the general demand at the point in school management where 
the pressure is most keenly felt. In consequence of these conditions 
the subject of clerical supervision has not in the Saxon debate as- 
sumed quite the prominence and particular importance which might 
be expected. The discussions among the teachers show a marked ten- 
dency to approach the matter through its larger relations/ 

a This liberty of choice is clearly indicated in No. 4 of the above articles. 

b For an appraisal of their value in the schools of Leipzig, see Leipz. Lehrerzeit. 17 
Jahrg. 388. 

c Leipz. Lehrerzeit. 17 Jahrg. 22, 363. 

d Leipz. Lehrerzeit. 17 Jahrg. 137, 363. 

c The present system is a combination of district inspection and local supervision. The 
propaganda of the reforming teachers has brought them into sharp collision with the 
Schuldirektoren, the chief organs of local inspection. For the general question see Leipz. 
Lehrerzeit. 16 Jahrg. 57-59, 411-416, 435-438, 575-579, 650-652, 702-703, 843-849, 
877-878, 985-986; do. 17 Jahrg. 10-11, 111-113, 131-132, 138-140, 184-185, 215-217, 
291-296, 314-315, 337-339. 

f It is difficult to say whether the campaign against clerical supervision gains or loses by 
this policy. While the emancipation of Religionsunterricht from church control is, from 
the standpoint of the teachers, the greatest desideratum in relation to that subject, yet 
clearly they are more concerned to get a better system of general school supervision. 



ATTITUDE OF THE PUBLIC AUTHORITIES. 25 

Nevertheless the reform movement stands positively for the aboli- 
tion of clerical supervision in an} 7 part of school work. The Zwickau 
Theses spoke clearly on the matter, and through that utterance per- 
haps more than any other directed church opposition against them. 
For reasons not wholly obvious, the proposals of law approved by the 
Landtag of 1908-9 a indorsed this item in the Zwickau programme, 
and this sanction of the measure on the part of the national legisla- 
ture so early in the conflict undoubtedly accounts for the small 
amount of public discussion during the year. The new school law 
will probably abolish the clerical supervision, 6 but will retain the 
church oversight in some more limited form. c 

ATTITUDE OF THE PUBLIC AUTHORITIES. 

Throughout Saxony the teachers took a very active interest in the 
fall elections of members of the Landtag now sitting in Dresden, the 
body which is to have the decisive role in shaping the new school 
law. In the campaign the question of revision became a leading 
issue, the subject of Religionsunterricht being especially to the front. d 
A number of teachers stood as candidates for the Landtag, but nearly 
all were defeated. e 

In the way of official action nothing final and decisive has yet been 
done with reference to the questions at issue. The attitude of the 
Kultusminister toward the reform measures is cautious and conserva- 
tive. ^ As noted above, the outlook for the new. proposals of the 
teachers depends chiefly on the position of the lower chamber of the 
present legislature. In a membership of 91, the Conservatives count 
but 29 votes, while the Social Democrats and Freisinnigen together 
number 33.^ The balance of power lies with the National Liberal 
group, numbering about 30 votes, and its policy is uncertain. 71 In all 
probability the new school law will incorporate most of the pedagogi- 
cal reforms for which the teachers ask and will at least lessen the 
clerical supervision, but it is not likely to change the essentially con- 

a Leipz. Lehrerzeit. 16 Jahrg. 301-307, 370. 

h Leipz. Lehrerzeit. 16 Jahrg. 649, 702. But the issue can not be regarded as yet 
settled. Leipz. Lehrerzeit. 16 Jahrg. 945 ; do. 17 Jahrg. 89. The subject is further dis- 
cussed in Part II. See p. 26. 

c For example, the clergy may be excluded from the class room in any official capacity, 
but keep the right to examine the children in religion. Leipz. Lehrerzeit, 16 Jahrg. 301, 
303. 

d Leipz. Lehrerzeit. 17 Jahrg. 35-37. The elections were held October 21. 

e Leipz. Lehrerzeit. 17 Jahrg. 88, 129, 163-164. The opposition attributes the defeat 
to too much " free thinking " among the teachers. 

f Leipz. Lehrerzeit. 17 Jahrg. 238-239 ; Sulze, Das rechte Yerhaltnis, 13. 

' Leipz. Lehrerzeit. 17 Jahrg. 129. 

h The debates to date (end of January, 1910) show a conservative disposition on the 
school question. Leipz, Lehrerzeit, 17 Jahrg, 238-240, 372-378. 



26 THE TEACHING OF RELIGION IN SAXONY. 

fessional character of the instruction in religion.® In Saxony, as 
probably throughout Germany, official action does not follow closely 
upon the desires of the teachers. 

SUMMARY OF THE SITUATION IN SAXONY. 

Summing up the situation in Saxony a year and a half since the 
Zwickau meeting, there has been a thorough arousal of public inter- 
est in the problem, a broad and penetrating discussion of the great 
questions at stake, and the gradual shaping of a public sentiment 
which must result sooner or later in positive and helpful reforms. 
Men of all parties are agreed that reform is necessary; they differ 
only as to the method and direction of reform. The earnest con- 
tests of the year have cleared the atmosphere and narrowed the 
struggle down to the larger essentials, and in the last months the 
center of contest has shifted from the public arena to the legislative 
forum, where the issue must at length be fought out. It remains for 
the second part of this report to define more particularly what these 
larger problems are, as they have emerged in the course of the debate. 



II.— THE QUESTIONS AT ISSUE. 

GENERAL DEMAND FOR REVISION PROBLEMS INVOLVED. 

As noted above, the progress of the debate has revealed a general 
demand for the revision of religious instruction in the public schools. 
Very few would advocate the retention of the present system without 
modification. In that degree there is a positive consensus of opinion 
which must ultimately manifest itself in practical results. 6 

Among men of larger outlook in Germany there is also a growing 
sense of the need of cooperation among all the interests concerned in 
the work of reform. While rivalries and jealousies make more 
clamor, the deeper feeling of common interest and mutual depend- 
ence more truly represents the conditions. The serious, capable lead- 
ers on both sides are seeking common ground. Material changes will 

a The question of the confessional versus the nonconf essional school occupies a very 
large place in the public debates of the Landtag. See references above. The resolutions 
adopted by the Representative Assembly of the Sachsischer Lehrerverein at Dresden, Janu- 
ary 3, 1910, indicate that while the nonconfessional school is the ideal of the teachers, 
they realize that the time is hardly ripe for it. On the question of pressing at once for 
the nonconfessional school, the vote stood 184 to 149 against. Leipz. Lehrerzeit. 17 
Jahrg. 312-313. See the same journal, Beilage to No. 16, 9-18, for the debate in full "and 
the resolutions adopted. Obviously Saxony, with its enormous predominance of the Lu- 
theran population, is not ready to break with the confessional school. But the movement is 
rapid in that direction. 

b In Germany at the present moment there is a very pronounced impulse toward school 
reform all along the line. Pad. Jahressch.au I. xiii. 



ADAPTATION TO CAPACITY OF CHILDREN. 27 

not come without discord and strife, but in the main the advance will 
be toward a solution which unites more than it divides.* 

The greater problems involved in the present situation may be con- 
sidered as — 

A. Pedagogical and administrative. 

B. Fundamental and ultimate. 

A. PEDAGOGICAL AND ADMINISTRATIVE PROBLEMS. 

ADAPTATION OF THE INSTRUCTION TO THE CAPACITY OF CHILDREN. 

At all stages of the discussion both sides have appealed freely to 
" pedagogical principles " in support of their respective positions. 
There has been much talk of Herbart, of pedagogical psychology, and 
the like. The teachers have urgently kept at the front the demand 
that in religious instruction, as in other studies, the subject-matter 
and the method be adapted to the capacity of the child, in accord- 
ance with modern pedagogical ideas. & They and their supporters 
have worked out numerous Lehrplane, or courses of study, in the 
endeavor to reconstruct the religious curriculum on pedagogical 
lines. The extremists among them, taking the position that religion 
is wholly a matter for adults, would deny the subject any place in the 
school programme; but these are a relatively small group. Most 
teachers and educational workers urge only that the teaching of 
religion be fitted to the receptive capacity of the child and work for 
the reconstruction of the curriculum on those lines. They criticize 
the current courses and methods in religious instruction as presenting 
to the child subjects far beyond his comprehension, and in such a 
manner as to arouse no response of his own nature. They contend 
that the responsiveness of the child is the touchstone of success in 
teaching, and that this truth is peculiarly pertinent when the subject 
of instruction is so vital and so personal. 

The conservative churchly party, on the other hand, maintains that 
in religious teaching as in all else the child must, in the nature of the 
case, learn many things which only the future can make fully plain 
and comprehensible to him. They argue that to withdraw from the 
educational system all elements which are thus essentially investments 
in future good would be to render it poor and barren. The vital 
concern of the school, as they see it, is to fill the mind and heart of the 

a The irenic, open-minded tone of many of the clergy, even when earnestly opposed to 
radical reform, is a hopeful sign. 

6 Zwickau Theses, No. 3 : " The coure of study and the method of instruction must 
conform to the nature of the child-mind " ; No. 6 : " The religious matter to be learned 
should be remodeled and materially reduced in accordance with psychological-pedagogical 
principles". For a sober discussion of the principles involved see Franke, Der Kampf um 
den RTJ. 72-96 (Kind und Religion). See also Eberhard, Die wicht. Refonribestreb. 31-36. 

c The statement of Professor Friedr. Paulsen is fairly representative : " The general 
exclusion of Religionsunterricht from the school is impossible ; on the contrary its re- 
construction is imperative." Rein, Stimmen II. 33. 



28 THE TEACHING OF RELIGION IN SAXONY. 

child with great truths which his own growing experience may inter- 
pret and illuminate. And they find in this method no breach with 
sound pedagogical principles. 

The effect of the debate, as thus wrought out, has been to deepen 
in all minds the already profound interest in the laws of sound teach- 
ing, and good must come of it as applied to religious teaching and to 
the other branches of the modern curriculum. 

SELECTION OF SUBJECT-MATTEE THE SECTARIAN QUESTION. 

The current discussions give large place to the selection and 
arrangement of the Lehrstoff — the subject-matter of instruction. 
Leaving to one side the' radicals who would exclude all religious con- 
siderations from the schoolroom, there are endless divergences of 
opinion as to the materials to be used. & Only the more essential 
aspects can be considered here. 

The materials of religious instruction as at present constituted are 
drawn from five sources: The Bible, the catechism, church history, 
hymnology, and general literature. The liberalizing tendency has 
shown itself in the gradual growth of the last-named element, but it 
still constitutes an altogether minor factor in the average school 
curriculum. The Bible and the catechism continue to furnish the 
greater part. 

In the distinctive field of Bible study many problems are in 
debate — the right proportions of Old Testament and New Testament, 
the relative emphasis on historical and devotional, the question of the 
" Schulbibel," d and so on. But the more vital issues here relate to the 
interpretation of the Bible, rather than to selection and arrangement. 

Of most concern is the question whether the Bible shall supply the 
chief materials or not. In that matter there is evident a tendency 
to reduce the amount of biblical Lehrstoff, but to improve the quality 
by more judicious selection. Beyond a certain point the churchly 
party resists such reduction, since its interest calls for a broad 
knowledge of the Bible on the part of the child, as preparation for 
confirmation and for membership in the church. At this point the 
contestants take sharpest issue. The selection of materials depends 
on the ultimate aim of instruction. 6 The extreme radicals aim only 

a In many ways it is manifest that this controversy as to the place and method of 
religious instruction has served as a powerful stimulus to general pedagogical science. 

b For the place this matter occupies in the current debate in Saxony, see p. 18 above. 

c An excellent manual for the work in church history is Reiniger, Praparationen. The 
series of Reukauf und Heyn also provides a Kirchengeschichte. 

d Whether to use in the schools a book of selections instead of the whole Bible. Numer- 
ous Schulbibel have been prepared, but the use of them has hardly become general. See 
list in Meltzer, Yerzeichnis, 52-53. Among the best known are the " Biblische Lesebiicher " 
of Reukauf and Heyn. For comments on the Schulbibel question see Eberhard, Die wicht. 
Bestreb. 28 ; Franke, Der Kampf urn den RU. 86 ; Scherer, Fiihrer II. 66-69. See also 
the discussion of the question on p. 24 of this report. 

c For discussion of aims, see B, page 35. 



SUBJECT MATTER THE SECTARIAN QUESTION. 29 

at moral character, and would exclude nearly or quite all biblical 
literature as too much implicated in dogmatic issues; the liberal 
revisionists aim at the general development of religious life and 
character, and would use such biblical selections as contribute 
effectively to that end; the conservatives aim at thorough grounding 
in the confessional standards and preparation for membership in the 
church, and would hold fast to the Bible as necessary to that 
result.® 

The teachers of Saxony, as they have defined themselves in the 
Zwickau articles and in their proposed Lehrplan, wish to keep instruc- 
tion distinctively Christian but not confessional or ecclesiastical, and 
in consequence assume toward the Bible a respectful but hardly con- 
ventional attitude. & The theses nowhere advocate the predominant 
use of biblical materials. There is in them no thought of a systematic 
training in the Bible, nor does any such ideal underlie the more 
recent plans of courses of study advocated by the teachers of Saxony. 

There is thus a distinct line of cleavage between those who seek to 
produce in the child a general awakening of the religious instincts 
and those who, through the use of the Bible, seek to direct the re- 
ligious instincts into Christian and confessional lines. As vary these* 
divergent aims, so vary the selection and use of matter from the 
sacred scriptures. 

In the present controversy, however, the problem of the Bible is 
quite overshadowed by the problem of the catechism. The Shorter 
Catechism of Luther,^ dating from 1529, consists of five parts, com- 
prising in order the Ten Commandments, the Apostles' Creed, the 
Lord's Prayer, the " Sacrament of Holy Baptism," and the " Sacra- 
ment of the Altar" (the Communion). Luther's explanations, ar- 
ranged in the form of question and answer, form far the larger part 
of the catechism, and were definitely designed for memorizing. The 

a Intermediate between the several groups there are of course countless diversities of 
opinion. 

6 Zwickau Theses, No. 4 : " Only such subject-matter of instruction is to be considered 
as presents religious and ethical life clearly to the child. Religious instruction is es- 
sentially historical instruction. At the center is to stand the person of Jesus." These 
sentences imply the free use of the Bible but do not prescribe it. Reference may be made 
once more to the volume Im Strome des Lebens and its use of Bible passages. See page 
20. See also the comment on p. 23 above. 

c For a concise account of the debate on the Catechism question see Pad. Jahresschau II. 
216-219 ; III. 173, 176-177. The current literature is very large. Among noteworthy 
treatments are: (1) Against the Catechism: most of the papers in Rein, Stimmen; Arzt, 
Welche Mangel, 15-38 ; Lentz, Der mod. RU. 27-32, 75-82 ; Reukauf, Didaktik des ev. RTJ. 
187-229; Scherer, Fuhrer II. 69-83. (2) For the Catechism: Bang, Zur Ref. des RU. 
23-27 ; do., Grundlinien, 29-36 ; Braasch, Stoffe und Probl. 167-221 ; Dietterle, Die Ref. des 
RU. 60-64 ; Franke, Der Kampf urn den RU. 87-92 ; Rietschel, Zur Ref. des RU. 22-46 ; 
Trarbach. Ref. des RU. 26-28, 39-98; Wilcke, Der kleine Katech. Luthers ; Leipz. Lehrer- 
zeit, 17 Jabrg. 14-15. For the Catechism problem in the Catholic schools of Germany 
Bee Pad. Jahresschau I. 170-177 ; II. 233-241. 

d For English translation see Schaff, Creeds of Christendom I. 74-92. 



30 THE TEACHING OF KELIGION IN SAXONY. 

learning of the document in all its parts is generally required of the 
children in the Volksschule. a 

The opposition to catechism instruction attacks it at three points: 
First, that its subject-matter is not adapted to the needs of children; 
second, that it gives support to an outworn system of doctrine ; third, 
that the memory work is an excessive burden. The catechism ques- 
tion thus lies at the heart of the reform movement and is a cardinal 
issued Aside from the pronounced conservatives, practically all 
parties are united in the endeavor to exclude the catechism from the 
schools. That demand was included in the programme of the Ham- 
burger Protestantenverein. The pronouncements of the Zwickau 
Theses on the subject are clear and definite.^ Even those who would 
retain the catechism call for a radical reduction in the amount of mem- 
ory work and a thorough reform in the methods of instruction. 6 The 
required memory w T ork is the bugbear of both teachers and pupils, and 
is clearly responsible for much of the dislike of the subject on the 
part of both/ The memory work includes Bible passages, hymns, 
etc., as well as catechism, but the latter undoubtedly lays the heaviest 
burdens borne by the schools.* 7 

« As examples of the relative proportions of text and comment may be cited the following 
typical passages : 

The Fifth Commandment: Thou shall not kill. — What does this mean? Answer: We 
should so fear and love God as not to do our neighbor any injury or harm in his body, but 
help and befriend him in all bodily troubles. Schaff, Creeds, I. 75. 

The Second Petition: Thy kingdom come. — What does this mean? Answer: The 
kingdom of God comes indeed of itself, without our prayer ; but we pray in this petition 
that it may come also to us. How can this be done? Answer: When our heavenly 
Father gives us his Holy Spirit, so that by his grace we believe his holy Word, and live 
a godly life here in time, and hereafter in eternity. Schaff, Creeds, I. 81. 

The child is required to learn thoroughly both the texts and the answers to the questions. 
Class-room work consists mainly of memory drill on these passages. 

b Professor Rein, of Jena, in summing up the " Stimmen " he has collected, lays down 
as his first principle the statement : " Instruction in the Catechism does not belong in the 
school curriculum either in the lower or the higher grades. It is wholly the affair of the 
church." Rein, Stimmen II. 51. 

c The Hamburg teachers would keep the Shorter Catechism as an historical document, 
but not otherwise. Entwurf eines Lehrplans, 2. The more conservative Lehrer-Union 
retains the catechism in its Lehrplan. See also Sorgen, etc., for defensive argument. The 
latest Lehrplanentwurf of the Hamburg teachers excludes the catechism. Leipz. Lehrer- 
zeit. 17 Jahrg. 179. 

d Zwickau Theses, No. 5 : " Luther's Catechism can not be the basis and point of 
departure for the religious instruction of the young. As an historical religious document 
and as the Evangelical Lutheran creed, it is to be esteemed." For trenchant criticism of 
the fifth thesis see Rietschel, Zur Reform des RU. 22-46. As noted in Part I., the 
Lehrplan indorsed by the Saxon reform excludes the catechism. 

e Resolutions of the Meissner Landessynode, No. 5 : "In Catechism instruction it regards 
a change in the method of treatment and in the amount to be memorized as necessary. But 
it wishes to know that the teaching of youth is well grounded in the spirit and confession 
of the Evangelical Lutheran Church, and maintains that for this purpose the popular 
Evangelical Lutheran confession, the Shorter Catechism of Luther, cannot be replaced." 

1 The literature of the subject is saturated with protests against the excessive memoriz- 
ing. Various writers quote the words of Peter Rosegger : "It seems as if the present 
instruction in the Catechism were designed to make a man hate the religious world from 
his youth up." Arzt. Welche Mangel. See also Pad. Jaliresschan III. 172 ; Franke, Der 
Kampf um den RU. 85. 

Funke, Vorscliliige, proposes a plan for reducing the memory work in the Saxon course 
of study. 

9 For the place of this subject in the Saxon debate, see p. 18 above. 



ABOLITION OF CLERICAL SUPERVISION. 31 

THE CENTRAL CONTENTION : ABOLITION OF CLERICAL SUPERVISION. 

Passing by the relatively secondary debates on the arrangement of 
courses, the amount of time devoted to Religionsunterricht, its place 
in the eight-year course, and so on, attention may be directed to the 
central contention of the reformers — the abolition of clerical super- 
vision. 5 

Historically, the supervision of the teaching of religion by the 
clergy is a survival from the days when all education was under the 
church. It is therefore an integral part of the system. But little 
by little, in consequence of the gradual trend toward secularization, 
the visitorial rights of the clergy in the several German states have 
been modified or wholly abolished. And the present conflict in 
Saxony focuses particular attention on the matter. Early in 1908, 
the National Liberal and Freisinnige parties advocated in the Land- 
tag the abolition of clerical supervision, but the Kultusminister did 
not favor the proposal. The most significant feature of the debate 
was the evidence it gave that apparently a majority of the Saxon 
clergy themselves would prefer to be relieved of supervisory duties, 
partly because of their ill-defined position under the law, and partly 
because of the opposition of the educational press.'* 

Over against these facts must be set the official action of the Saxon 
Church. As already noted, early in the autumn of 1908 the teachers 
of Saxony, in the Zwickau meeting, declared definitely for the aboli- 
tion of the clerical oversight. 6 In response to this challenge, the 
Landessynocle at Meissen, some months later, took an equally definite 
position for the retention of the clerical powers/ The contention of 

a Much of the literature cited in this report deals with these topics in their proper 
connections. 

6 For summaries of recent discussions see Pad. Jahresschau I. 53-54, 63-67 ; II. 49. 
See also Christiani, Die Zicick. Thesen, etc., passim; Franke, Der Kampf um den RU. 
25-30. As typical of the reform position may be cited the words of Reukauf (Rein, 
Stimmen I. 13) and of Rein (do. II. 55-56). The latter says: "The supervision of the 
religious instruction in the schools by the Church is an unevangelical arrangement that 
is full of menace for the religious education of our youth." The whole relation of 
Church and school is discussed thoughtfully by Tews, Schulkampfe, chaps. II, IV, V. 

c In general the smaller states have gone farther in restricting clerical oversight than 
the larger ones. In some form it still remains in the four great kingdoms of Prussia, 
Saxony, Bavaria, and Wiirttemberg. Tews. Schulkampfe, 81. In Prussia, however, the 
clerical right is limited. Tews, Schulkampfe, 79-81 ; Pad. Jahresschau II. 54-55 ; III. 
49-51. For recent discussions in Wiirttemberg, see Lcipz. Lehrerzeit. 16 Jahrg. 280-282. 

d Pad. Jahresschau III. 53-54. For the testimony of pastors who favor the change 
see Rein, Stimmen II. 20—21 ; Sulze, Das rechte Yerhaltnis, 23-28 ; do., Staat und Schule, 
12-16. 

c Zwickau Theses, No. 3 : " The course of study and method of instruction must con- 
form to the nature of the child-mind, and the determination of these is exclusively the 
business of the school. The churchly oversight of religious instruction is to be 
abolished." 

t Meissner Resolutions, No. 2 : " Now as always, it does not oppose the establishment 
of a purely professional oversight of tbe State over the schools. But it maintains the 
duty and right of the Church to have oversight over the religious teaching of its adoles- 
cent members." See also the debate in the Sachsische Kirchliche Konferenz at Chemnitz, 
Leipz. Lehrerzeit. 16 Jahrg. 632-633. 



32 THE TEACHING OF KELIGION IN SAXONY. 

the church, as thus set forth, is to the effect that, while the control of 
the teacher in the methods of instruction is to be respected, his right 
can not be allowed to cover the selection of teaching materials and can 
not exempt his instruction from necessary tests as to its conformity 
with church standards. The church looks upon the clerical super- 
vision as the recognition of its historic and constitutional rights in 
the schools and as the guarantee for the legitimate exercise of those 
rights. The church rests its claim to supervision on the duty it has 
assumed, through contract with the state, to fit the youth of the land 
for good citizenship, so far as training in religion can accomplish 
that result." 

For the teachers, on the other hand, clerical supervision operates as 
a peculiarly heavy burden, because they see in it primarily an agency 
for testing their own conformity to orthodox standards. It becomes 
thus a matter of the creed and passes out of the sphere of legitimate 
pedagogy. The literature of the debate abounds in appeals from the 
teachers for the liberty of teaching, for the rights of conscience, and 
the like. 6 As judged by their personal and collective utterances, this 
is the sorest grievance of the teachers of Germany in the matter of 
religious instruction. They feel they are set to do a task which calls 
for the highest exercise of discretion and conscience, but that they are 
not trusted to carry discretion and conscience into their work. They 
feel that with their responsibility they are not accorded the liberty 
which makes responsibility effective. Their demand for the abolition 
of clerical oversight rests on the conviction that thus alone can they 
come into the position of independence and freedom which of right 
belongs to them. 

The tendency of events in Saxony and throughout Germany is 
toward a positive limitation of the clerical rights in the schools ; but 
it may be questioned whether either logically or practically these 
powers can be wholly extinguished so long as the present close al- 
liance between the nation and the national church continues in force. 

QUALIFICATIONS OF TEACHERS FREEDOM OF TEACHING. 

Closely connected with the problem of supervision are certain 
questions relating to the intellectual, moral, and spiritual qualifica- 
tions of teachers, the nature and method of the teacher's preparation, 
and the actual quality of the religious instruction now given in the 
German schools. 

" Franke, Der Kampf um den RU. 30-37 ; Rietschel, Zur Reform des RU. 11-16. 

6 For utterances of this type, see the current files of educational journals, and such 
representative collections as the debates at Zwickau {Die Umgestaltung des RU, etc.), 
Gansberg, Religionsunterrichtf and Rein. Stlmmen. • The question how far the protests of 
the teachers are due to a lack of harmony with the doctrinal standards of the Church will 
be considered later. 

c Some comment on this aspect of things will be found in B, page 35. 



QUALIFICATIONS OF TEACHERS — FREEDOM OF TEACHING. 33 

Men of all opinions, excepting perhaps the outright dissenters from 
religion of every type, agree that the qualifications of the teacher 
must pass beyond the purely intellectual. Over and above the re- 
quirement of sound moral character and healthy moral ideals, there 
must be in him such personal religious life as will enable him to deal 
.understandingly and sympathetically with the religious instincts 
of the children under his instruction. It is felt very generally that, 
more than anywhere else in the school, the personal touch is here 
decisive. a 

As a corollary to this position, it follows that the teacher must 
have freedom to give his instruction in his own way, by the most 
effective use of his own personality. " The teacher is the method." h 
The exponents of the teachers' rights urge this consideration with 
great earnestness. As a further corollary to the situation, both 
reformers and conservatives agree that teachers who find themselves 
out of sympathy with the prevalent Religionsunterricht ought not 
to be allowed or required to teach the subject.^ In this conviction all 
parties are at one, although differing in wide degree as to the proper 
application of remedies. 6 

The discussions also give considerable place to the need of better 
training for the teachers of religion, in the men's and the women's 
normal schools and through other agencies/ The desirability of 
opening university courses more freely to the teachers in this field is 
also drawing attentions It is thus evident that with the demand for 

a The literature of the subject is full of utterances to this effect. As typical may be 
cited : Rein, Stimmen, 3, 19, 24, 50 ; Franke, Der Kampf urn den RU. 75—76. 

b Bang, Zur Ref. des RU. 3. 

c Arzt, Welche Mangel, 51-52 ; Rein, Stimmen II, 20, and often. 

d Hamb. Lehrcr-Union, Denkschrift, 5-6 ; Sorgen, etc., 12 ; Bang, Zur Ref. des RU. 29 ; 
Lederer, Zur Ref. des RU. 45-47 ; Rietschel, Zur Ref. des RU. 58. In many instances 
teachers must teach what they do not believe or must relinquish their places. For the 
ecclesiastical and legal obligations of teachers as to Religionsunterricht see Mulert, Die 
Lehrverpflichtung. 

e The churchly party would keep the system intact and exclude the dissenting teacher 
from the class room or from the school ; the reformers would modify the system to meet 
the religious ideas and convictions of the teachers. For the controversy between the 
Leipziger Lehrerverein and Professor Rietschel concerning the toleration of " atheists " 
in religious instruction, see Leipz. Lehrerzeit. 16 Jahrg. passim; Rietschel, Zur Ref. des 
RU., passim; Leipz. Lehrerverein, Die Zwickau Thesen, etc., passim; Christiani, Die Zwick. 
Thesen, etc., 9-10. 

' Thrandorf, in Rein, Stimmen II, 37-44 ; Arzt. Welche Mangel, 51 ; Franke, Der Kampf 
urn den RU. 76-80 ; Pad. Jahresschau III. 108-128, 173-174 ; Denkschrift uber die IV. 
Konf. von Religionslehrerinnen zu Cassel, 1908, 55-70 ; Reukauf, Didaktik des ev. RU. 
24-38. The Zwickau Theses called attention to this subject. No. 9 : "Along with 
the reform of religious instruction in the Volksschule there is needed a corresponding 
transformation of religious instruction in the Seminar." See also Die Umgestaltung des 
RU. 39—42. The reformers complain that the RU. in normal schools is almost wholly 
on antiquated lines. Leipz. Lehrerzeit. 17 Jahrg. 3-5, 182. 

o The address of Professor Adolf Harnack on this subject at the " Versammlung 
deutscher Philologen und Schulmanner " at Basel, September 25, 1907, has been particu- 
larly influential in this, direction. See the volume Universitdt und Schule containing the 
papers read at this congress ; also Pad. Jahresschau II. 133-135 ; III. 169-170. The 
University of Leipzig has for some years offered vacation courses for teachers of religion. 



34 THE TEACHING OF RELIGION IN SAXONY. 

a higher type of teaching in religious truth there is a growing impulse 
to equip the teacher for his work, in order that in scholarship and 
intellectual outlook he may be in adequate touch with modern biblical 
science and theological thought. 

In the background of these divers proposals stands the present 
system of religious training, with its strength and its weakness. On 
all sides it seems to be agreed that the instruction as now conducted is 
highly unsatisfactory, that it does not produce the desired results. In 
part the failure is attributed to the faulty selection and arrangement 
of materials, in part to the heavy load of memory work, but by com- 
mon consent the cardinal fault is placed in the lack of a true relation 
between the teacher and the subject. Grounding one's judgment on 
the expressions of conviction by men of all parties, it must be con- 
cluded that the teaching of religion in the public schools of Germany 
at the present time is so pedantic, unsympathetic, and unspiritual as 
to constitute a serious condemnation of the system. The system seems 
to produce fruits diametrically opposed to its intent and purpose. 
Where it was designed to beget faith and vital religious purpose, it 
seems to produce unfaith or religious indiiference. It is the general 
recognition of these conditions which has aroused the widespread 
demand for reform. 6 

" In so far as it affects the teaching in the schools, the tendency of current theology 
will be touched upon later. 

6 The following personal narrative is fairly representative : " When I was a boy twelve 
years old I had an older friend. One time I talked with him about religion. Then he 
said to me : ' How is it possible for you to believe in God ?' I tried to ' prove ' it to 
him from the Bible, as I had learned to do in school. Then he smote me with my own 
weapon. God created the world. Adam and Eve were the first human beings. They 
had two children. Cain killed Abel. Then Cain married. Where did he get his wife? 

" I was dumfounded. I could not answer. So what was in the Bible was not true, and 
the whole religious structure which the school had built collapsed, because it was 
built on supports which criticism showed to be rotten. And my teacher? He could 
not be so narrow that he did not discover what had occurred to a boy. Only one 
explanation was possible : he lied deliberately. From that time it was ' out with reli- 
gion,' and I would probably still be an outsider, had not a later, better teacher restored 
that which the first had injured through his lack of criticism and of courage." Arzt, 
Welche Mangel, 6-7. The story at least makes it evident that there are teachers of 
the better sort. 

After speaking of the typical class-room exercise, the same author says : " I am con- 
vinced that a recitation of that sort is a sin against the holy spirit of the child." For 
the lack of vitality and spirituality in Religionsunterricht see Rein, Stimmen I. 37-38. 
The Pad. Jahresschau III. 75, reports an investigation in Kiel where, out of 500 children 
(250 boys, 250 girls) between the ages of nine and fourteen, only twelve named " re- 
ligion " as the favorite study, while with the large majority it stood far down the 
list of preferences ; also a like investigation in Breslau where among 2,556 children 
about two and one-half per cent of the boys liked " religion " best, a very large majority 
expressing positive dislike of the subject, while among the girls likes and dislikes pretty 
nearly balanced one another. One writer in Gansberg, Religionsunterricht?, while ex- 
pressing great love and reverence for the Bible says : " The heartlessness of the cus- 
tomary religious instruction was a terror to me from childhood : from one day to the 
next, thirty to forty disconnected Bible passages and in addition a lot of trivial chorals 
to learn thoroughly was to me, in spite of my good memory, t a horror." Fitger, in 
Gansberg, Religionsunterricht ? 27. For general criticism of school training from the 
standpoint of results in character, see Pad. Jahresschau II. 30-33. See also Leipz. 
Lehrerzeit. 17 Jahrg. 234-236. 



ATTITUDE OF VARIOUS RELIGIOUS GROUPS. 35 

It seems evident that the fault lies not in any incapacity on the 
part of the teachers, but in the conditions which impose on them a 
kind of instruction contrary to their inclinations and their con- 
sciences.' At the same time it must be recognized that many teachers 
in Saxony and the other German States do not find the existing sys- 
tem irksome and are able to use it for excellent results. 

B. FUNDAMENTAL AND ULTIMATE PROBLEMS. 

Thus far this report has confined itself to issues distinctively within 
the school. But, as implied at the beginning, the present controversy" 
long since ceased to be merely a school question, and passed out into 
the larger field of general public interest. With some consideration 
of this aspect of the situation the report may close. 

ATTITUDE OF VARIOUS RELIGIOUS GROUPS. 

In general it may be said that, while the debate takes its form 
from the school, it gets its substance and its spirit from these wider 
relationships. In the last analysis the attitude of individual leaders 
and of coherent groups toward the specific question of religious in- 
struction rests back on their attitude toward religion itself. Analyz- 
ing the field from this point of view, one may distinguish four 
groups as follows: 

1. The orthodox confessional group; 

2. The liberal Christian group; 

3. The agnostic-positivist group; 

4. The Romanist group. 

In the mutual attractions and repulsions of these divers parties is 
to be found the key to the situation; and without some knowledge 
of their relationships the seriousness and intensity of the school ques- 
tion can not be understood. 

The orthodox confessional group. — The orthodox confessional party 
finds its strength in the powerful position of the Lutheran Church in 
nearly all German States.^ While not formally an " established " 
church, it enjoys so many privileges and prerogatives under the law 
as to be in a peculiarly strong and favored situation. In various 
German States there exists a real or implied contract between the 
state and the church by virtue of which the church assumes respon- 
sibility for the religious training of the young, thus giving the 

a This appears in the debates at Zwickau and is evident in many ways. Numerous 
teachers' organizations in Germany are primarily devoted to upholding the present sys- 
tem of religious teaching. See the Handbuch des Yerbandes deutsclier evangelischer Scliul- 
und Lehrervereine. Berlin, 1903. This volume affords impressive evidence as to the 
strength of the evangelical confession among the teachers of Germany and as to their 
activity for preserving its place in the schools. See also Pad. Jahresscliau I. 164 ; II. 
174-176 ; III. 150-151. 

h While the ruling house in Saxony adheres to the Roman Church, the people are almost 
wholly Lutheran. See Sulze, Dos rechte Verhaltn. 6. 



36 THE TEACHING OF RELIGION IN SAXONY. 

Lutheran confession practical control of the religious education in 
the school. In the present struggle the policy and endeavor of the 
churchly party is to preserve these prerogatives, thus insuring to the 
Lutheran Church a type of religious instruction in the schools in 
harmony with its confessional standards. While recognizing the 
need of reform in many particulars, and standing ready to concede 
minor points, the conservative party holds steadily to its traditional 
rights and vested interests. 6 

By reason of the confessional character of the Volksschule, there 
has in the last years grown up a strong and significant movement 
toward the introduction of " Simultanschulen " — inter confessional 
schools where children of different communions are taught, each by 
an instructor of his own faith. The Simultanschule has come for- 
ward as the rival and substitute of the confessional school. Wherever 
it has found footing it has in some degree broken the monopoly of the 
confessional school. And the sponsors of the interconfessional school 
look for nothing less than the supplanting of confessionalism in public 
education all along the line. This movement must therefore be 
regarded as one of the chief lines of attack on the confessional school. ° 
In the nature of the case both Protestant and Catholic confessional 
interests are arrayed against \t. d The Lutheran conservatives also 
profess to fear the interconfessional school as affording an open door 
to ultramontane influences. 6 While many powerful voices have been 
raised against it, the Simultanschule seems to be gaining ground/ 

a With the result of course that parents of other confessions must put their children 
under Lutheran instruction or must provide another type of teaching at their own cost. 

& It must, however, always be remembered that many devoted adherents of the national 
church, both clergy and laity, advocate one or another of the more fundamental reform 
measures ; and some are to be reckoned among the thoroughgoing reformers. It would 
therefore be an error to identify too closely the loyal Lutherans with the conservative in- 
terest in the school question. For a good statement of the case from the temperate con- 
servative side see Franke, Der Kampf um den RU. 42-48. For examples of pastors who 
support the reform movement see Dietterle, Die Ref. ties RU. ; Gebhardt, Mod. Relig.- and 
Konf.-Unterr.; Kautzsch, Die Mrchl. Lehre. The last-named writer is pastor of the 
Reformed Church in Dresden. This communion seems to be favorable to the reform move- 
ment in Saxony. Kautzsch, Die Mrchl. Lehre 3, 38. 

c For the progress of the Simultanschule propaganda in the last years see Pad. Jahres- 
schau I. 66-67, 100-101 ; II. 71-72 ; Reukauf, Didaktik des ev. RU. 17-18 ; Leipz. Lehrer- 
zeit. 17 Jahrg. 231-234, 301. Its most notable victory was to secure the endorsement of 
the " Deutsche Lehrerversammlung," the national teachers' organization, at Miinchen in 
1906. For the address of Oberlehrer Gartner and the action of the assembly see Pad. 
Jahresschau I. 67, 100, 160. He said in his address : " the confessional school is to be 
regarded as the exponent of reactionary tendencies and the Simultanschule as the sym- 
bol of progressive tendencies." Pad. Jahresschau I. 67. 

d Pad. Jahresschau I. 67. It is, however, affirmed by the same authority that a ma- 
jority of evangelical teachers favor the interconfessional school. For Romanist opposition 
see Pad. Jahresschau I. 65-66, 67, 101 ; II. 180. 

« Pad. Jahresschau I. 101-102; II. 49-50. 

f Many argue that since Christianity is organized into confessions Religionsunterricht 
must necessarily take the confessional form. Holtzmann, Ein Biichlein, 12-14. The 
difficulties confronting the Simultanschule are manifestly great. The Zwickau Theses do 
not mention the Simultanschule, but the general trend of the Saxon movement is favorable 
to it. The question seems to have been less debated in Saxony than in Prussia and some 
other parts of the land. 



ATTITUDE OF VARIOUS RELIGIOUS GROUPS. 37 

But it has not met with favor in Saxony, the teachers there seeking 
nonconfessional rather than interconfessional school." It is at the 
present moment the most promising attempt to find a substitute for 
the confessional school. 

As already stated, the Lutheran Church rests its case on its historic 
rights and its traditional alliance with the State. 5 From the political 
point of view as well as from the churchly, any divorce of the two 
institutions would involve serious disturbance of conditions, creating 
many problems of public policy ; c and these facts give powerful sup- 
port to the party opposed to change. 

Even more seriously, the churchly party directs its endeavors first 
of all to the maintenance of the purity of the faith as it conceives of 
the purity of the faith. The fight for the retention of the catechism 
is the heart of the battle. The Shorter Cathechism is the symbol and 
exponent of Lutheran orthodoxy. It embodies the doctrines of the 
creed as given by the great reformer to the nation, the " Heilstat- 
sachen " or " saving truths " as conceived of in the teaching of the 
churchy The thorough grounding of the youth in the articles of this 
creed appears to the church its most imperative duty; and in the 
Volksschule it recognizes the readiest and most effective instrument 
for its uses. It makes much also of its historic relations with the 
schools and of the rights thus acquired. In a word, the attitude of 
the church is that which naturally characterizes an institution 
strongly intrenched in power, conscious of its service to the past, and 
confident of its capacity to render like service in the future, and in 
consequence reluctant to let go any of the elements of its strength. 

The liberal Christian group. — The liberal Christian group com- 
prises all those elements in the nation that adhere to the great funda- 
mentals of Christian truth as they understand them, but seek to 



" The Zwickau theses do not mention the Simultanschule. For the position of the Saxon 
teachers, see Lexpz. Lehrerzeit. 17 Jahrg. 316-318. The Saxon movement stands for an 
instruction that is Christian without being ecclesiastical. Many contend that such an 
instruction is impossible. This point of view appears frequently in the debates in the 
Landtag. But, as already noted, the Saxon teachers do not find the time yet ripe for the 
nonconfessional school. The small percentage of non-Lutherans in Saxony makes any 
recourse to the Simultanschule improbable. 

6 The church recognizes also, of course, its responsibility on its own account for the 
training of the young, that they may be fitted for loyal membership in its communion. 
Many leaders in the church, dissatisfied with the results accruing from the present sys- 
tem, favor the full assumption of Religionsunterricht on the part of the church, thus 
putting themselves into the party that stands for the exclusion of religion from the 
public schools. It seems to be widely felt that the exclusion of religious instruction 
from the schools would greatly increase the legitimate power of the church. Franke, 
Der Kampf inn den RU. 44. 

c Among others, the financial problem is of great moment. The economic resources of 
the church make it a strong antagonist. It is seen on all sides that the exclusion of 
the church from the schools must ultimately lead to complete disestablishment and that 
would involve an economic crisis of great magnitude. 

d Kautzsch, Die hhchh Lehre, discusses the " Heilstatsachen " from the Reformed point 
of view, and Schneider, V^ittenherg und Ziciekau, and Thieme, Die Theologie der Heils- 
tasachen, reply for the Lutherans. These debates throw little light on the school question. 

* These several considerations are emphasized repeatedly in the current discussions. 



38 THE TEACHING OF RELIGION IN SAXONY. 

emancipate Christian thought from what they regard as antiquated 
dogmas. It is the party of the " new theology " and has behind it 
much of the scholarship and intellectual strength of the nation." 
Nearly all the conspicuous leaders of the reform movement adhere to 
this position. 6 They contend that, to keep its place in modern life, 
Christianity must be restated in terms of modern thought. It must 
stand in touch with the assured results of modern science and learn- 
ing. It must see life through the eyes of the men of to-day. It 
must not seek so much a confessional as a broadly Christian type of 
character.^ The liberal Christian leaders advocate the retention of 
the Bible as the basis of instruction, and some of them would retain 
the catechism ; but they would deal with these literary documents in 
the historical spirit and method, and not treat them as absolute 
standards of the faith. 6 The ideals of this group would not preclude 
the introduction of helpful materials from the sacred books of other 
religions or from any other source, the purpose being always to lay 
broad foundations for the growth of a normal religious life/ 

At this point arises the most serious divergence between the party 
of conservative orthodoxy and the progressive liberal Christian group. 

a The strength of the . university faculties, including theology, belongs in this group. 
See above (p. 18) for the support of the Zwickau reform by the faculty of the University 
of Leipzig. Their attitude is thoroughly typical. The proportion of liberals among 
teachers in the middle and lower schools is probably as great. 

6 As was pointed out above (p. 13), the reception given by the nation to the radical 
Bremen-Hamburg proposals showed that the people were not ready for their extreme 
position. The Saxon reform distinctly represents the more temperate liberal Christian 
sentiment. 

c Zwickau Theses, No. 8 : " The entire instruction in religion must stand in harmony 
with the established results of scientific research and with the enlightened moral sentiment 
of our times." For the debates at Zwickau bearing on this point see Die Umgestalt. des 
RU., especially the address of Direktor Arnold, 3-27. For comments on the thesis, see 
Rietschel, Zur Ref. des RU. 46-53, and especially Lederer, Zur Ref. des RV. The whole 
pamphlet of the last-named writer is devoted to the topic. The " Evangel. Luther. Schul- 
verein fur das Konigreich Sachsen " has recently issued a pamphlet in the conservative 
interest entitled Der Religionsunterricht und die gesicherten Ergebnisse der Wissenschaft. 
It is reviewed from the liberal standpoint in Leipz. Lehrerzeit. 16 Jahrg. 941-943. See 
also in this connection the debate concerning the " Kausalgesetz " in Die ZwicJc. Thcsen 
und Oeh. Kirchenrat Dr. Rietschel, 53-71. See also Tews, Die SchulJcampfe, 23-26. 

d The words of Professor Pfleiderer are representative : " The training of youth in the 
dogmatic confession of a given church is not the mission of the school, which has the 
immediate duty, not of educating for membership in any individual church, but of laying 
the general religious foundations of a Christian life, for which purpose the instruction in 
biblical and church history fully suffices." Rein. Stimmen I. 5. See also the words of 
Blok : " Where confessional narrowness begins, there religion ends." Gansberg, Religions- 
unterricht? 10. 

c Zwickau Theses, No. 5 : "As an historical religious document and as the Evangelical 
Lutheran creed, it [the Catechism] is to be esteemed." The same article says: "Re- 
ligious instruction is essentially historical instruction." That is to say, religious truth is 
to be taught in its historical settings, and not as absolute dogma. 

f The following literature represents the ideals and purposes of the liberal Christian 
reform element: Arzt. Welche Mangel; Leipz. Lehrerver., Im Strome des Lebens ; Lentz, 
Der mod. RU.; Meltzer, Verzeichnis; Meltzer, Neue Bahnen; Reukauf, DidaTctik des evang. 
RU.; Scherer, Fiihrer I. (Religionswiss.), II. (Relig.- u. Moralunterricht) ; Tews, Schul- 
Jcampfe; Thrandorf, Allgem, Methodik des RU. The body of the literature is already 
very large. One is impressed with the spirit of fairness and moderation which character- 
izes the representative leaders of the party. 



ATTITUDE OF VARIOUS RELIGIOUS GROUPS. 39 

What theological doctrines shall be taught in the schools? What 
" Weltanschauung " or conception of the universe ? a How shall the 
teaching of the Bible be interpreted in relation to modern science and 
thought? Obviously these great questions are fundamental, running 
back into the ground principles of science, philosophy, and theology. 
Obviously, too, the school is not the place for the settlement of such 
problems.^ At the same time no teacher of religious truth, especially 
in the upper grades of the Volksschule, can avoid these fundamental 
questions. Hence the pressure of rival theological standards to secure 
in the schools the interpretation of things which is in harmony with 
their respective points of view. The liberal wing pushes vigorously 
for a modernized instruction in religion ; the conservative wing resists 
the modern tendency. And as yet the atmosphere of the struggle has 
not cleared sufficiently to show the outcome of it. c 

The agnostic- positivist group. — The entrance of the third group, 
the " agnostic-positivist " party , d renders the situation yet more com- 
plex. This group comprises the very considerable number of leaders 
and adherents who have broken with Christian traditions and seek 
complete independence of ecclesiastical control and influence/ Thejr 
advocate the entire separation of church and state/ the full exclusion 
of religious instruction from the school, and the substitution of a 

a See Bang, Zur Ref. des RU. 5-11 ; Franke, Der Kampf um den RU. 49-72 ; Pad, 
Jahrcsschau II. 201-208. A noteworthy recent attempt to vindicate the christian Weltan- 
schauung against rationalistic philosophy is Huntziger, Das Christentum im Weltanschau- 
ungskampf der Gegemvart. Leipz. 1909. Conservative opinion defends itself on the 
ground that the schools can not teach a doctrine contrary to the faith of the parents 
whose children are taught. The progressives reply that the schools must teach the truth 
without regard to other considerations. 

6 The duty of protecting the schools from theological controversy or other divisive 
matters is generally recognized. But practically the Volksschule has become the central 
arena of the combat. For the difficulty of the situation see the statement of Natorp, in 
Rein, Stimmen II. 3-4. 

c The yet unsettled state of philosophical and theological thought insures a prolonged 
debate of the practical school interest. 

d Many teachers who do not go to the extreme of the monistic philosophy advocate the 
substitution of moral instruction for the religious studies in the public schools. In that 
degree the designation used above is inaccurate and unfair. 

e More nearly than any other, Professor Ernst Haeckel of Jena is the recognized ex- 
ponent of this view. He says : " Since I have for forty years fought for the end for 
which you are striving, I need not say that your endeavors to do away with religious 
instruction in the schools has my full support. It must be replaced on the one hand by 
an ethics according to nature, and on the other by comparative religious history, the 
doctrine of evolution, and monistic philosophy." Gansberg, ReUgionsunterricht? 44. The 
monistic materialism of Haeckel has great influence among the teachers of Germany and 
makes itself felt in the present controversy. See the evidences in the volume by Gans- 
berg cited above. 

f Public opinion has hardly become outspoken on the subject, but many leaders are look- 
ing in that direction. See Pad. Jahresschau II. 210. The Bremer Denkschrift says : " The 
enforcement of separation between church and state even in the sphere of the school is 
grounded in the progressive spirit of the age." Gansberg, ReUgionsunterricht ? 184. This 
volume contains many expressions of adherence to the general principle. But advocacy 
of the separation of church and state is not confined to the radical party. For conserva- 
tive comments see Franke, Der Kampf um den RU. 42-48. The work of Troeltsch, Tren- 
nung von Staat und Kirche, is often cited, but the writer has not seen it. 



40 THE TEACHING OF RELIGION IN SAXONY. 

comprehensive system of moral education.® Among the intellectual 
leaders of the nation and among the teachers it is a formidable group, 
while with the masses its stronghold is the Social Democratic party. 6 
The Roman Catholic group. — The Roman Catholic party has much 
strength in Germany as a whole, but its direct participation in the 
Saxon debate is not great. The chief effect of this stream of influence 
upon the situation in Saxony has probably been more negative than 
positive.^ 

ACTIVITIES AND IDEALS OF THE DIFFERENT PARTIES. 

All of these groups and coteries are active in their respective inter- 
ests in relation to the schools. Through their periodicals and Flug- 
schriften, through the publication of aids for teachers and model 
courses of study , e they are seeking a hearing for their ideas. So far 
as concerns Saxony, the reform movement gets its impulse primarily 
from the practical needs of the teachers; but behind them is the 
powerful support of the progressive school of theology. The alliance 
is spontaneous and natural, since the greater number of the teachers 
are to be reckoned among the adherents of this religious point of view. 
For the rest, the conservative orthodox and the agnostic-positivist 

a As the constructive feature of the reform program of the radicals the subject can be 
studied in such works as Gansberg, Religionsunterricht? ; Lentz, Der mod. RU. 37-59; 
Pauli, Kirche und Schule im Kampf e um Gott; Altschul, Zum Moral-TJ nterricht. The last- 
named work provides a seven-year Lehrplan for the schools. Mention may be made again 
of the book Im Strome des Lebens, which lays stress on the moral elements in school train- 
ing. For a defense of religious instruction as against moral see Voigt, Religionsunterricht 
oder Moralunterricht ? Scherer, Fiihrer II. 88-116, discusses the question comprehensively. 

b Tews, Die Schulkampfe der Gegeniv. 33-46, 60-64, 119-120, discusses the principles 
involved in relation to the schools. See also Pad. Jahresschau I. xvi. The hostility of 
the Social Democrats to religion and religious instruction is shown in Arzt, Welche 
Mangel, 11, 26-27 ; Bruck, Zur Umgest. des RU. 29 ; Franke, Der Kampf um den RU. 14-15 ; 
Pad. Jahresschau I. xvi. The motto of the party is " Religion ist Privatsache." Franke, 
Der Kampf um den RU. 14. For the activity of the Social Democrats in propaganda see 
Pad. Jahresschau I. xviii-xix (Sozialdemocrat. Schule in Berlin), 288-299 (Jugend- 
schriften). The antagonism of the party to religion rests on its distrust of the church 
as a " capitalistic " institution. Arzt, Welche Mangel, 11. The Social Democratic in- 
fluence is a momentous factor in the present situation. The writer has not seen the 
recently published Kirche und Sozialdemokratie by Pastor Georg Liebster. 

c About 36 per cent of the people of Germany are Roman Catholics. Tews, Die Schul- 
kampfe der Gegeniv. 40. The activity of the Roman Church in the matter of Religionsun- 
terricht is indicated in Pad. Jahresschau I. 167-177 ; II. 227-241 ; III. 179-194 ; Tews. 
Die Schulkampfe der Gegeniv. 47-64. The Catholic teachers' organizations are active in 
the work. See the reform program of a Catholic teacher in Rein, Stimmen I. 15-25. 

d The fear of ultramontane influences makes many German leaders timid as to school 
reform. The attempt to put Lutheranism out of the schools seems to them equivalent to 
putting Romanism in. In Saxony at least the fear seems quite unwarranted. 

e For examples of this literature see: (1) Conservative: Arendt, Ein Beitrag zur Ref. 
des RU.; Braasch, Stoff und ProUeme des RU. (2) Liberal: Gebhardt, Mod. Relig.- und 
Konf.-Unterr.; Leipz. Lehrerver., Im Strome des Lebens; Reukauf und Heyn, Evang. RU. 
(a very important series) ; Schmitt, Religionslehre fur die Jugend ; Thrltndorf und Meltzer, 
Der RU. (also a very useful series) ; Voigt, Evang. Religionsbuch. See also the lists in 
Meltzer, Verzeichnis (now somewhat out of date), and in Scherer, Fiihrer II, 125-141. 
(3) Radical: Altschul, Zum M or al-U nterricht. 



FORECAST OF THE ULTIMATE SOLUTION. 41 

parties probably have about equal strength among the teachers, with 
the balance in favor of the conservatives. 

Behind the various parties and their conflicting tendencies lie, of 
course, divergent ideals as to the aim and purpose of religious instruc- 
tion, & or indeed of school training in general. As already observed, 
each group sees the ideal end differently. All alike emphasize the 
training in character as fundamental, but one sees the expression of 
character more in loyalty to the church, another in social service, 
another in personal ideals, another in the faithful discharge of the 
duties of citizenship. It is largely a question of emphasis. 

FORECAST OF THE ULTIMATE SOLUTION. 

Because of its entanglement in the deeper issues of modern phi- 
losophy and theology, it is not easy to forecast the immediate solution 
of the school question, at least along the line of present tendencies. 
So long as religion remains a subject of instruction in the schools, 
the vital problems of religious thought must awaken echoes in the 
schoolroom. The interconfessional system, the " konfessionslose " in- 
struction in general religious truth, and all such attempts at solution 
may be ideal in principle, but they are difficult in practice. What- 
ever the final settlement of the question, it will probably come as one 
phase of the more profound adjustments of church and state in their 
mutual relations. Meanwhile it is evident that the present agitation 
will accomplish much for the betterment of the existing system and 
for the lightening of the burdens of both teachers and pupils in the 
matter of religious instruction. 

a These statements rest on general impressions and can not count for more than opin- 
ions. The majority strength of the liberal group, however, seems beyond question. 

6 See the following references : Arzt, Welche Mangel, 2-5 ; Franke, Der Eampf um den 
RU. 18-20 ; Lentz, Der mod. RU. 13-23, 32-34 ; Pad. JahresscJiau II. 18-19, 212-213 ; III. 
180-182; Reukauf, Didaktik des ev. RU. 114-128; Tews, Die Schulkaampfe der Gegentc. 
18-20. 

The book of Guettler, Die relig. Erzieliung im deutschen Reiche, while affording little 
direct material for this report, shows the legal complications arising from the present 
confessional system. 



42 THE TEACHING OF RELIGION IN SAXONY. 

LIST OF BOOKS, PAMPHLETS, AND PERIODICALS USED IN THIS 

REPORT. 

Altschul, Emily. Zum Moral-Unterricht. Wien und Leipz. 1908. 

Aeendt, Friedr. Ein Beitrag zur Reform des Religionsunterrichts, nebst einem 
ausfiihrlichen Lehrplan. Halle, 1908. 

Arzt, A. Welche Mangel zeigt der gegenwartige Religion sunterricht und auf 
welche Weise ist ihnen zu begegnen? Von der Diesterweg-Stiftung in 
Berlin gekronte Preisschrift. Dresden, 1908. 

Bang, S. Zur Reform des Religionsunterricbts. Ein Wort an alle, die unser 
Volk lieb baben. Dresden, 1908. 

. Grundlinien eines religionsunterricbtlicben Neubaues auf altem Grunde. 

Dresden, 1909. 

Behrmann et al. Sorgen, Bedenken, Wiinscbe in bezug auf den Religions- 
unterricbt in den offentlicben Schulen Hamburgs. 2te Aufl. Hamb. 
1907. 

Braasch, A. H. Stoffe und Probleme des Religionsunterrichtes. Leipz. und 
Berlin, 1909. 

Bruck, G. Zur Umgestaltung des Religionsunterricbts in der Volksscbule. 
Eine Stimme aus einem grossen Elternkreis. Cbemnitz, 1909. 

Christian!, B. Die Zwickauer Tbesen und die Dresdener Synodalbescblusse. 
Kritiscbe Betracbtungen zur Erteilung des Religionsunterricbts in den 
Volksschulen. Leipz. 1909. 

Denkscbrift uber die IV. Konferenz von Religionslebrerinnen zu Cassel vom 8. 
bis 10. Juni 1908. Leipz. 1908. 

Dietterle, Joh. Die Reform des Religionsunterricbtes in der Volksscbule. 
Leipz. 1907. 

Eberhard, D. Die wicbtigsten Reformbestrebungen der Gegenwart auf dem 
Gebiete des Religionsunterricbts in der Volksscbule. Leipz. 1908. 

Franke, Th. Der Kampf um den Religionsunterricbt. Kulturwissenscbaftlicbe 
Grundlegung des Religionsunterricbts. Leipz. 1909. 

Funke, F. Vorschlage fiir eine Durcbsicbt des in den Scbulen Sacbsens vor- 
gescbriebenen bibliscben Memorierstoffes. Dresden, 1907. 

Gansberg, Fr. Religionsunterricbt? Achtzig Gutacbten. Ergebnis einer von 
der Vereinigung fiir Scbulreform in Bremen veranstalteten allgemeinen 
deutscben Umfrage. Leipz. 1906. 

Gebhardt, Max. Moderner Religions- und Konfirmanden-LTnterricbt aus der 
Praxis fur die Praxis mitgeteilt. Berlin, 1906. 

Guettler, W. Die religiose Kindererziebung im deutscben Reicbe. Berlin 
und Leipz. 1908. 

Hamburger Lebrer-Union. Denkscbrift nebst Lebrplan fiir den Religionsunter- 
ricbt in den Hamburgiscben Volksscbulen. Hamb. 1907. 

Handbucb des Verbandes deutscber evangeliscber Scbul- und Lenrervereine. 
Berlin, 1903. 

Holtzmann, O. Ein Biicblein vom staatlicben Religionsunterricbt, insbesondere 
in Hessen. Giessen, 1908. 

Hunzinger, A. W. Das Cbristentum im Weltanscbauungskampf der Gegenwart. 
Leipz. 1909. 

Katzer, — . Die Tbesen der sacbsiscben Lehrerversammlung uber die Reform 
des Religionsunterrichts. (In Neues Sacbsisches Kircbenblatt, Nos. 20, 
34, 35, 1908.) 

Kautzsch, K. Die kircblicbe Lebre von den Heilstatsacben ein Abweg vom 
ecbten Evangelium Jesu. Dresden, 1909. 

Lederer, F. Zur Reform des Religionsunterricbts. Gegen die 8. Zwickauer 
These. Leipz. 1909. 



LIST OF BOOKS, ETC., USED IN THIS REPORT. 43 

Lehrergruppe im Hamburger Protestantenverein. Entwurf eines Lehrplans 
fiir den Religionsunterricht in der 8klassigen Volksschule. Hamb. 1907. 

Leipziger Lebrerverein. Die Zwickauer Tbesen und Gebeimer Kircbenrat Dr. 
Rietschel. Material zur Beurteilung des Streites um den Religions- 
unterricbt in der Volksscbule. Leipz. 1909. 

. Im Strome des Lebens. Altes und Neues zur Belebung der religiosen 

Jugendunterweisung. 2te Aufl. Leipz. 1909. 

Leipziger Lebrerzeitung, 16. Jabrgang (October, 1908 — September, 1909), 17. 
Jabrg. (October, 1909— February, 1910.) 

Lentz, Karl. Der moderne Religionsunterricbt. Eine Abbandlung iiber das 
Tbema : Welcbe Mangel zeigt der gegenwartige Religionsunterricbt und 
auf welcbe Weise ist ibnen zu begegnen? Magdeb. 1908. 

Meltzer, H. Verzeicbnis empfeblenswerter Biicber und Lebrmittel fur Lebrer 
und Lebrerinnen zur Vorbereitung fiir ibren Beruf und ibren Unterricbt 
sowie zu ibrer wissenschaftlicben Weiterbildung. 1. Heft : Zum evan- 
geliscben Religionsunterricbt. 2te Aufl. Dresden, 1905. 

. " Neue Babnen " im Religionsunterricbt? Eine Literaturbesprecbung. 

( Sonderabdruck aus " Padagogiscbe Studien," XXY. Jabrgang, Heft 
I und II.) Dresden, o. j. 

Mulert, H. Die Lebrverpflicbtung in der evangeliscben Kircbe Deutscblands. 
2te Ausgabe. Tubingen, 1906. 

Padagogiscbe Jabresscbau. Bde. I-III (1906—1908). 

Pauli, E. Kircbe und Scbule im Kampfe um Gott. Ein Beitrag fiir die Um- 
wandlung des Religionsunterricbts. Leipz. 1909. 

Rein, W. Stimmen zur Reform des Religionsunterricbts. Heft I, 1904; Heft 
II, 1906. Langensalza. ( Padagogiscbes Magazin, Heft 237, 269.) 

Reiniger, Max. Praparationen fiir den kircbengescbicbtlicben Unterricbt in 
evangeliscben Volks-, Burger- und Mittelscbulen. Halle, 1908. 

Reukauf, A. Didaktik des evangeliscben Religionsunterricbts in der Volks- 
scbule. 2te Aufl. Leipz. 1906. (Bd. I of Evangeliscber Religionsunter- 
ricbt. Grundlegung und Praparationen. Herausgegeben von Reukauf 
und Heyn. Bd. I.) 

Rietschel, G. Zur Reform des Religionsunterricbts in der Volksscbule. Sind 
die Zwickauer Leitsatze des sacbsiscben Lebrervereins geeignet als Grund- 
lage fiir die Umgestaltung des Religionsunterrichts zu dienen? Leipz. 
1909. 

Sacbsiscber Lebrerverein. Die Umgestaltung des Religionsunterrichts in den 
sacbsiscben Volksscbulen. ( Stenograpbiscber Bericbt.) Leipz. 1908. 

Schaff, P. Tbe creeds of Christendom. 3 vols. N. Y., n. d. 

Scherer, H. Fiihrer durch die Stromungen auf dem Gebiete der Padagogik 
und ihrer Hilf swissenscbaften. 1. Heft : Religionswissenschaft ; 2. Heft : 
Religions- und Moralunterricht. Leipz. 1907. 

Schmitt, E. H. Religionslehre fiir die Jugend, zugleicb ein Leben Jesu und 
eine Einfuhrung in die Erkenntnis fiir Jedermann. Leipz. 1909. 

Schneider, O. Wittenberg und Zwickan. " Die kirchliche Lehre von den 
Heilstatsachen — ein Abweg vom echten Evangelium Jesu ". Dresden, 
1909. 

Sul£E, E. Das rechte Verhaltnis des evangelischen Staates zur evangelischen 
Schule und zur evangelischen Kirche. Leipz. 1909. 

. Staat und Scbule neben den konfessionellen Kirchen die unentbebr- 

licben Vertreter des nichtkonfessionellen Christentums Christi. Leipz. 
1908. 

Tews, J. Schulkampfe der Gegenwart. Vortrage zum Kampf um die Volks- 
scbule in Preussen, gehalten in der Humboldt- Akademie in Berlin. 
Leipz. 1906. 



44 THE TEACHING OF RELIGION IN SAXONY. 

Thieme, Karl. Die Theologie der Heilstatsacnen und das Evangelium Jesu. 
Giessen, 1909. 

Tbabbach, P. Reform des Religionsunterricnts. Dessau, o. j. 

Universitat und Scbule. Vortrage auf der Versanimlung deutscher Philologen. 
und Scbulmanner am 25. September 1907 zu Basel. Leipz. 1907. 

Voigt, G. Religionsunterricbt oder Moralunterricht? Leipz. 1907. 

. Evangelisches Religionsbuch. Erster Band: Aus der Urkunde der 

Offenbarung. 4te Aufl. Leipz. 1909. 

Was soil daraus werden? Gegen die Zwickauer Thesen. Leipz. 1909. 

Wilcke, Max. Der kleine Katechismus Lutbers und seine Bebandlung. Ein 
Beitrag zur Methodik des Religionsunterrichts. Leipz. 1908. 



INDEX. 



Activities and ideals, 40, 41. 

Agnostic-positivist party, attitude, 39, 40. 

Barth, Theodore, 11. 

Basserman, Professor, 10. 

Bible, conventional attitude toward, 29 ; 
and liberal Christian leaders, 38. 

Biblical reading book, clerical supervision, 
24, 25. 

Bibliography, 42, 44. 

Bode, Wilhelm, 11. 

Bremen, agitation for exclusion of relig- 
ious instruction, 10, 11. 

Catechism, instruction, opposition, 30 ; prob- 
lem, 29, 30; views on, 30 (footnote). 

Children, adaptation of instruction to 
capacity, 27, 28. 

Clerical party, conservative, on religious in- 
struction, 27, 28. 

Clerical supervision, abolition of, central 
contention, 31, 32 ; biblical reading book, 
24, 25. 

Course of study, religious instruction, 
Hamburg, outline, 12, 14 ; proposals of 
new school laws, 21, 24 ; selection of 
subject-matter, 28, 30. 

Bvangelisch-lutherischer Schulverein, propa- 
ganda against Zwickau plan, 19, 20. 

Fundamental and ultimate problems, 35, 41. 

Gansberg, Fritz, 11. 

Haeckel, Ernst, 11 ; monistic philosophy, 
influence on German teachers, 39 (foot- 
note). 

Hamburg, teachers' proposals for reform of 
religious instruction, 12, 14. 

Hartmann, Eduard von, 11. 

Herbart, pedagogical principles, 27. 

Heyse, Paul, 11. , 

Instruction, children, adaptation to capac- 
ity, 27, 28. 

Leipzig manifesto, opposition, 19, 20 ; pub- 
lic conference, 18, 19. 

Leipziger Lehrerverein, Religionskommis- 
sion, reading book on religious instruc- 
tion, 20. 

Liberal Christian party, attitude, 37, 39. 

Meissen counter resolutions, 16, 17. 

Memorizing selection of materials, 21, 22. 

Moral instruction, advocated by Bremen 
teachers, 11. 

National church, opposition of, 16, 17. 

Natorp, Professor, 10. 

Orthodox confessional party, attitude, 35, 
37. 



Paulsen, Professor, 10. 

Pedagogical and administrative problems, 
27, 35. 

Pfleiderer, Professor, 10 ; on religious in- 
struction, 38 (footnote). 

Pirna plan, 22, 23. 

Public authorities, attitude, 25, 26. 

Questions at issue, 26, 41. 

Reading book, biblical, clerical supervision, 
24, 25 ; religious instruction, Leipziger 
Lehrerverein, Religionskommission, 20. 

Reform element, representative literature 
published by, 38 (footnote). 

Reform measures, constructive, 20. 

Reform spirit, growth, 9, 10. 

Rein, Professor, brochure of, 9, 10 ; on in- 
struction in the catechism, 30 (foot- 
note). 

Rietschel, Professor, criticism of the Zwickau 
programme. 19. 

Religion, public schools, rise and progress 
of the controversy, 9, 26. 

Religious groups, attitude, 35, 40. 

Religious instruction, Bremen, agitation for 
exclusion, 10, 11. 

Revision, general demand, 26, 27. 

Roman Catholic party, attitude, 40. 

Saxony, summary of situation, 26 ; teach- 
ers' association, Zwickau theses, 14, 16. - 

School laws, proposals of new, 21. 

Sectarian question, 28, 30. 

Social-Democratic party, opposed to relig- 
ious instruction, 40 (foot-note). 

Subject-matter, religious instruction, selec- 
tion, 28, 30. 

Supervision, clerical, abolition, 31, 32 ; 
biblical reading book, 24, 25. 

Teachers, Hamburg, proposals for reform 
of religious instruction, 12, 14 ; qualifi- 
cations, 32, 35. 

Teachers' associations, Zwickau theses, 14, 
16. 

Teaching, freedom of, 32, 35. 

Tews, J., monograph of, 10. 

Theology, new, 38. 

Ultimate solution, 41. 

Zwickau plan, opposition to, by Evange- 
lisch-lutherische Schulverein, 19, 20. 

Zwickau programme, criticism of, by Pro- 
fessor, Rietscher, 19. 

Zwickau, theses, 14, 16 ; nine resolutions, 
15, 16. 

45 



o 



[Continued from page 2 of cover.] 
10O9. 

No. 1. Facilities for study and research in the offices of the U. S. Government at 
Washington. By Arthur Twining Hadley, President of Yale University, pp. 73. 

No. 2. Admission of Chinese students to American universities. By John Fryer, 
Professor of Oriental Languages and Literature, University of California, 
pp. 221. 

No. 3. Daily meals of school children. By Caroline L. Hunt, pp. 62. 

No. 4. The teaching staff of secondary schools in the United States: Amount of 
education, length of experience, salaries. By Edward L. Thorndike. pp. 60. 

No. 5. Statistics of public, society, and school libraries having 5,000 volumes 
and over in 1908. pp. 215. 

No. 6. Instruction in the fine and manual arts in the United States. A statis- 
tical monograph. By Henry Turner Bailey, editor of the School Arts Book, 
pp. 184. 

No. 7. Index to the Reports of the Commissioner of Education: 1867-1907. 
pp. 103. 

No. 8, A teacher's professional library. Classified list of one hundred titles, 
pp. 14. 

No. 9. Bibliography of education for 1908-9. pp. 134. 

No. 10. Education for efficiency in railway service. By J. Shirley Eaton, for- 
merly Statistician Lehigh Valley Railroad, pp. 159. 

No, 11. Statistics of state universities and other institutions of higher educa- 
tion partially supported by the State, 1908-9. pp. 15. 



